Early support developmental journal for children with visual impairment: the case for a new developmental framework for early intervention

Dale, Naomi; Salt, Alison

doi:10.1111/j.1365-2214.2007.00798.x

Cited by 68 publications

(74 citation statements)

References 34 publications

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“…Vision is a very important sense for communication between the child and the outer world. Congenital loss of vision is a risk factor for psychiatric disorders in the affected children and adolescents 4 .…”

Section: Introductionmentioning

confidence: 99%

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Hamurcu¹,

Kara²,

Cöngöloğlu³

et al. 2016

Arch. Clin. Psychiatry (São Paulo)

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Background: Visual impairment is a risk factor for psychiatric disorders in the affected children and adolescents, but there are only a limited number of studies concerning the mental health characteristics of visually impaired children and adolescents. Objective: The aim of this study was to determine levels of loneliness and anxiety in visually impaired children and adolescents, to analyze parenting style perceived by visually impaired children and adolescents, to compare those with typically controls. Methods: The study included 40 children and adolescents with visually impairment and 34 control group without visual impairment. Sociodemographic data form, the UCLA loneliness scale, and the State-Trait Anxiety Inventory for Children were used in both groups. The parenting Style Scale was used to determine perceived parental attitudes. Results: This study found more loneliness and trait anxiety levels in visually impaired children and adolescents compared to the control group. Authoritative parenting style was the most frequent type of parental attitude in the visually impaired group. In visual impairment group, loneliness level was higher in subgroups of authoritative and permissive-indulgent parenting style. However, level of trait anxiety was higher in authoritative parenting style subgroup compared to the control group. Discussion: The results of this study showed higher loneliness and anxiety levels in visually impaired children and adolescents. Further studies are needed to determine psychopathological risks in this population.

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Section: Introductionmentioning

confidence: 99%

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Hamurcu¹,

Kara²,

Cöngöloğlu³

et al. 2016

Arch. Clin. Psychiatry (São Paulo)

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“…The VISS was designed to identify the range of social and communicative behaviours seen in visually impaired children during the developmental preschool age period; 1,3,5,6,8,11 items were also influenced by International Classification of Diseases (ICD-10) ASD diagnostic criteria. 10,12 None of the VISS items were vision dependent.…”

Section: Instrument Development and Administrationmentioning

confidence: 99%

“…[1][2][3][4][5][6][7] Although the mechanisms underlying the development of social communicative difficulties and ASD are not yet understood in the visually impaired population, early evidence points towards interactions of multiple factors (visual, age, sex, psychological, neurological) at different levels. 6 Because of the availability and potential importance of early intervention strategies in both visual impairment and ASD, 8,9 early accurate identification of social communication difficulties and ASD in children with visual impairment is desirable.…”

mentioning

confidence: 99%

Developing a schedule to identify social communication difficulties and autism spectrum disorder in young children with visual impairment

Absoud

Parr

Salt

et al. 2010

Developmental Medicine &Amp; Child Neurology

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Available observational tools used in the identification of social communication difficulties and diagnosis of autism spectrum disorder (ASD) rely partly on visual behaviours and therefore may not be valid in children with visual impairment. A pilot observational instrument, the Visual Impairment and Social Communication Schedule (VISS), was developed to aid in identifying social communication difficulties and ASD in young children with visual impairment affected by congenital disorders of the peripheral visual system (disorders of the globe, retina, and anterior optic nerve). The VISS was administered to 23 consecutive children (age range 1y 9mo–6y 11mo, mean 4y 1mo [SD 1.6]; 12 males, 11 females) with visual impairment (nine with severe and 14 with profound visual impairment). Item analysis was carried out by fit of the items to the Rasch model. Validity of the VISS was explored by comparison with the Childhood Autism Rating Scale (CARS) score, and the clinical ASD diagnosis (n=9). Correlation between the VISS and CARS total scores was highly significant (Spearman’s rho=−0.89; p=0.01). Below threshold rating on the VISS (score of 35) showed good agreement with the clinical ASD diagnosis (sensitivity 89%, specificity 100%). This preliminary study shows the VISS to be a promising schedule to aid the identification of ASD in young children with visual impairment.

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“…Com base nos dados coletados neste estudo, comprova-se que as crianças com deficiência visual apresentam atraso no desenvolvimento neuropsicomotor e na visão funcional em comparação com as crianças sem comprometimento, o que também foi confirmado no estudo desenvolvido por Cioni et al (24) . Os resultados mostraram que o desempenho da coordenação foi o mais comprometido no grupo experimental, o que está de acordo com os achados das pesquisas relacionadas às manifestações que ocorrem nos primeiros anos de vida e que são pobremente experimentadas (24)(25) . A deficiência visual limita a ação da criança em seu ambiente, o aprimoramento de seus atos motores e a sua vivência em atividades interativas com objetos, ou seja, altera o ambiente através do qual o processo de aprendizagem se desenvolve (14)(15)(16)26) .…”

Section: Discussionunclassified

“…Esse fato demonstra ainda a homogeneidade das escalas avaliadas (motora, de coordenação, de linguagem e social), confirmação referida nos resultados após o teste de Análise de Variância. Desta forma, a tabela pode ser utilizada como método de avaliação de crianças com deficiência visual, visto que outros instrumentos de avaliação precoce para essa faixa etária, que envolvem todos os aspectos conceituais similares aos da tabela aplicada, não estão inclusos na prática clínica (25) . …”

Section: Discussionunclassified

Descrição do desenvolvimento neuropsicomotor e visual de crianças com deficiência visual

Souza¹,

Souza²,

Lopes³

et al. 2010

Arq. Bras. Oftalmol.

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Aintegridade do desenvolvimento neuropsicomotor (DNPM) depende da organização dos sentidos pelo sistema nervoso central, sendo este a base para potencializar o desenvolvimento das habilidades humanas, do comportamento e da aprendizagem (1)(2)(3)(4) . O DNPM realiza-se pelo prazer da criança em experimentar algo novo, como uma aquisição motora ou sensorial. A deficiência visual infantil pode então propiciar eventuais atrasos nesse tipo de desenvolvimento (5) . No processo de desenvolvimento infantil normal, a visão promove a integração das atividades motoras, perceptivas e mentais, ou seja, estabelece uma relação na qual a diminuição das capacidades vitais leva a uma série de comprometimentos em outras áreas do comportamento da criança, causados geralmente pela privação de certos estímulos. Sendo assim, no decorrer dos primeiros anos de vida a integração, a sintetização e a ABSTRACT Purpose: To assess the neuropsychomotor and visual development of visually impaired children. Methods: Fourty-five children of both genders were evaluated in a 6-months period. The children were distributed into two study groups: experimental and control. The neuropsychomotor development and visual efficiency were evaluated in the two groups. Results: In the control group, 86.66% of the sample was inappropriate on the coordination behavior, however, all aspects were considered inadequate. The differences among the groups were significant, since p values<0.05 were evidenced in the visual efficiency behavior as well as in the neuropsychomotor development. Conclusion: It was observed in the studied sample that the visually impaired were characterized by a global delay in the neuropsychomotor development, mostly in the coordination behavior.Keywords: Child development; Visual acuity; Psychomotor disorders; Nervous system diseases RESUMO Objetivo: Avaliar o desenvolvimento neuropsicomotor e visual de crianças com deficiência visual. Métodos: Foram avaliadas 45 crianças, de ambos os gêneros, em um período de 6 meses. As crianças foram distribuidas em dois grupos de estudo: experimental e de controle. Dessa forma aplicou-se a avaliação do desenvolvimento neuropsicomotor e da funcionalidade visual. Resultado: No grupo controle 86,66% da amostra estava inadequado quanto ao comportamento da coordenação, entretanto, todos os aspectos analisados estavam inadequados. As diferenças entre os grupos mostraram-se significativas, já que valores como p<0,05 foram evidenciados, tanto no comportamento da funcionalidade visual, quanto no desenvolvimento neuropsicomotor. Conclusão: Na amostra estudada, observou-se que os deficientes visuais caracterizavam-se por apresentar atraso global, do desenvolvimento, principalmente no comportamento da coordenação.Descritores: Desenvolvimento infantil; Acuidade visual; Transtornos psicomotores; Doenças do sistema nervoso interpretação das informações fornecidas por outros canais perceptivos devem ser amplamente exploradas nestas crianças (6)(7)

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Early support developmental journal for children with visual impairment: the case for a new developmental framework for early intervention

Abstract: The future direction for service delivery and evaluation is briefly described.

Cited by 68 publications

References 34 publications

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Relationship between perceived parenting style with anxiety levels and loneliness in visually impaired children and adolescents

Developing a schedule to identify social communication difficulties and autism spectrum disorder in young children with visual impairment

Descrição do desenvolvimento neuropsicomotor e visual de crianças com deficiência visual

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