Teaching Social Skills to Children and Adolescents With Visual Impairments: A Systematic Review

IF 1 4区医学 Q4 REHABILITATION

Journal of Visual Impairment & Blindness Pub Date : 2023-03-01 DOI:10.1177/0145482X231167150

Valérie Caron, Alessio Barras, R. V. van Nispen, N. Ruffieux

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引用次数: 2

Abstract

Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientific quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397 children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions. “Peer relation” interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scientific quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills difficulties reported in this population and the effect of these difficulties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention programs. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.

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视觉障碍儿童和青少年的社交技能教学:系统综述

社交技能主要是通过视觉系统的模仿获得的。因此，视力受损的人在任何年龄都可能在这方面遇到困难，这可能对他们的社会参与和生活质量产生重大影响。本研究的目的是系统地回顾有针对性的干预措施对视力障碍儿童和青少年社交技能的影响。方法:采用Web of Science、OvidSP、EBSCOhost、Sage Journals等数据库进行系统文献检索。研究的科学质量分别用两种量表进行评估，分别用于单个案例研究和群体研究。结果:在1866项研究中，32项研究被纳入综述。共有397名视力障碍儿童和青少年(3-20岁)接受了不同类型的社交技能干预。研究最多的是“同伴关系”干预措施(n = 21)，主要使用观察工具分析效果。科学质量评定量表显示中度(对于群体研究)到高总体质量(对于单个案例研究)。总的来说，大多数研究报告了针对性社交技能的提高。讨论:考虑到所考虑的研究的异质性，无论是在内容上还是在用于记录效果的测量方法上，这些结果都应该谨慎解释。因此，目前尚不清楚应该建议哪些干预措施在实践中使用，例如在特殊教育中。对从业人员的启示:考虑到这一人群中社交技能困难的发生率很高，以及这些困难对所有发展阶段的影响，从业人员将社交技能评估和显性教学纳入干预计划似乎特别相关。未来，研究人员、利益相关者和从业人员应该共同努力，为患有视力障碍的儿童和青少年制定、实施和评估基于证据的干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Visual Impairment & Blindness REHABILITATION-

CiteScore

1.30

自引率

18.20%

发文量

期刊介绍： The Journal of Visual Impairment & Blindness is the essential professional resource for information about visual impairment (that is, blindness or low vision). The international peer-reviewed journal of record in the field, it delivers current research and best practice information, commentary from authoritative experts on critical topics, News From the Field, and a calendar of important events. Practitioners and researchers, policymakers and administrators, counselors and advocates rely on JVIB for its delivery of cutting-edge research and the most up-to-date practices in the field of visual impairment and blindness. Available in print and online 24/7, JVIB offers immediate access to information from the leading researchers, teachers of students with visual impairments (often referred to as TVIs), orientation and mobility (O&M) practitioners, vision rehabilitation therapists (often referred to as VRTs), early interventionists, and low vision therapists (often referred to as LVTs) in the field.