This case study describes the play behaviors and social interactions of a preschool-age girl who is blind and has no additional disabilities. The data obtained from the assessment protocol indicated that although the participant was developmentally at or above age level in most domains, she demonstrated limited play behaviors and compromised social interactions. The results reinforce the variability of social competence skills in young children with visual impairments.
This study evaluated the effectiveness of a social skills intervention plan for a preschool child who is blind and has no additional disabilities. After the plan was implemented, the child demonstrated an increased frequency and range of play behaviors and social interactions.
This study compared the developmental outcomes of twin boys (one who is blind and one who is sighted) who were born prematurely and diagnosed with twin-to-twin transfusion syndrome (TTTS) at age 24 months. The results indicate a disparity in the developmental outcomes of the twins. Although the medical risk factors that are associated with TTTS and preterm births, as well as vision loss, appear to have a negative impact on developmental outcomes, it is impossible to determine the degree to which any factor is responsible for this result.
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