Evidence-Based Communication Practices for Children with Visual Impairments and Additional Disabilities: An Examination of Single-Subject Design Studies

Parker, Amy T.; Grimmett, Eric; Summers, Sharon

doi:10.1177/0145482x0810200904

Cited by 19 publications

(9 citation statements)

References 41 publications

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“…Discrepancies were resolved by discussion and/or consultation of a third researcher. Reference lists of retrieved articles and identified reviews 5,9,17,18,29,38,80,105,114,122 were searched by hand to ensure all relevant studies were considered. Additional strategies were used to include relevant "gray literature," that is, abstracts from conference proceedings, which never have been published in scientific journals.…”

Section: Search Strategymentioning

confidence: 99%

Interventions to improve functioning, participation, and quality of life in children with visual impairment: a systematic review

Elsman

Baaj

Rens

et al. 2019

Survey of Ophthalmology

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Editors Keywords: visual impairment children rehabilitation review functioning participation a b s t r a c t Visual impairment in childhood often has life-long implications. To aim for the highest levels of functioning, participation, and quality of life and to ensure children's well-being, children should be entitled to the most effective rehabilitation programs. We review evidence for the effectiveness of rehabilitation interventions for children with visual impairment to improve skills and behavior, thereby improving participation and quality of life as an ultimate goal. Of the 441 potentially relevant articles identified, 66 studies met our inclusion criteria (i.e., 28 randomized controlled trials, 18 nonrandomized controlled trials, and 20 before-after comparisons). The results suggest that sports camps, prescription and training in the use of low vision devices, and oral hygiene programs might be effective in improving functioning and elements of participation and quality of life in children with visual impairment. Other interventions showed mixed or negative results. The results should be interpreted with caution because of moderate to high risk of bias and suboptimal reporting. Heterogeneity of results and the use of over 50 different outcome measures prevented a meta-analysis. Future studies should focus on promising interventions for which effectiveness is still unclear (e.g., mobility, social skills), with adequately designed methodology.

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Section: Search Strategymentioning

confidence: 99%

Interventions to improve functioning, participation, and quality of life in children with visual impairment: a systematic review

Elsman

Baaj

Rens

et al. 2019

Survey of Ophthalmology

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“…Additionally, a few reviews concerning the efficiency or quality of intervention methods have been published [79][80][81][82][83][84].…”

Section: Supporting Individuals With Congenital Deafblindnessmentioning

confidence: 99%

Deafblindness: A review of the literature

Dammeyer

2014

Scand J Public Health

109

103

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“…This is very useful for research in special education, as in this type of research large sample sizes are almost impossible to achieve. Indeed, many argued that it constitutes the most feasible type of experimental design for individuals with impairments (e.g., Engel and Schutt 2012;Parker et al 2008). Given that the study sought to compare two tools (VEs and videos), the A-B design was applied twice (discretely for each tool).…”

Section: Methodsmentioning

confidence: 99%

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

Fokides

Chronopoulou

Kaimara

2019

RPTEL

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The study presents the results of a comparative study in which videos and a 3D virtual environment were used for teaching school-related functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. The participating students (sixteen 8 to 9 years old) were divided into two groups. To the first, videos were used and the second used the virtual environment. To both, a school environment was presented, students observed how they were expected to behave, and had to demonstrate what they have learned. Each student attended a total of three two-hour sessions. Data were collected by means of observations. The results indicated that students in the second group significantly improved their functional skills in terms of the number of behaviors that were retained and manifested in the real school environment. Thus, it can be argued that virtual environments are a promising tool for teaching functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. Implications for research and practice are also discussed.

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Evidence-Based Communication Practices for Children with Visual Impairments and Additional Disabilities: An Examination of Single-Subject Design Studies

Cited by 19 publications

References 41 publications

Interventions to improve functioning, participation, and quality of life in children with visual impairment: a systematic review

Interventions to improve functioning, participation, and quality of life in children with visual impairment: a systematic review

Deafblindness: A review of the literature

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

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