Journal of Visual Impairment & Blindness最新文献

{"title":"Psychological Factors Associated With Visual Impairment","authors":"S. Boadi-Kusi, S. Asamoah, Ebenezer Zaabaar, Francisca Hammond, C. Ackom","doi":"10.1177/0145482X231184435","DOIUrl":"https://doi.org/10.1177/0145482X231184435","url":null,"abstract":"Introduction: In this study, the authors investigated visual impairment and its associated psychological factors, with emphasis on depression, anxiety, stress, self-esteem, and perceived social support. Methods: A mixed-method approach was used by integrating a focus group discussion and a cross-sectional survey. The study was conducted with 444 students comprising 218 students who are visually impaired and 226 sighted peers. Validated inventories for measuring the various psychological factors were used among students who are visually impaired and their sighted peers after which comparison of scores between visually impaired students and their sighted peers were made. Results: The findings of the study showed significantly lower depression and anxiety scores among students who are visually impaired. Students who are visually impaired also scored higher on total perceived social support than their sighted peers. Independent of age, visual impairment significantly predicted anxiety and perceived social support. Despite the results of the quantitative analysis, the focus group discussion revealed that students who are visually impaired face several challenges which make them depressed, anxious, and stressed. Discussion: Visual impairment was associated with and significantly predicted anxiety and perceived social support. Implication for Practitioners: The results of this study give a justification for eye care practitioners to consider referring people who are visually impaired for psychological assessment and possible management after addressing their visual needs.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"233 - 245"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42902155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study Into the Relationship Between Adaptive Skills and Visual Impairment in Individuals With and Without Intellectual Disabilities","authors":"Henriëtte van der Aa, F.A.M. Jonker, P. de Looff, R. Didden","doi":"10.1177/0145482X231180615","DOIUrl":"https://doi.org/10.1177/0145482X231180615","url":null,"abstract":"Introduction: In this study, we explored if low vision or blindness affects adaptive functioning in individuals with and without intellectual disabilities, using the adaptive ability performance test (ADAPT). Method: Two hundred and nine ADAPTs were collected from individuals with low vision and blindness who were in care or lived independently. ADAPT scores were compared with 2642 ADAPT scores from sighted individuals. Separate comparisons were made for intellectually disabled and nonintellectually disabled groups. Results: ADAPT scores of low vision and blind individuals in both intellectually disabled and nonintellectually disabled groups were significantly lower than those of sighted individuals. ADAPT scores did not differ significantly between low vision and blind individuals. Reference values were established for individuals with visual impairments with and without intellectual disabilities. Discussion: Despite some limitations of this study, we conclude that adaptive skills are lower in individuals with visual impairments than in sighted individuals. Cross-cultural studies are required. Information for Practitioners: The results of this study provide insight into adaptive skills in individuals with visual impairments. Reference data on the ADAPT can be used for the classification of (the severity of) intellectual disabilities and assessment of the need for support or training of adaptive skills, which makes the ADAPT a useful instrument for professionals who work with individuals with visual impairments with and without intellectual disabilities.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"224 - 232"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparation of Individuals Who Are Visually Impaired for Employment as Spanish Interpreters","authors":"G. Kapperman, Molly A. Pasley, Marian Garcia","doi":"10.1177/0145482X231184467","DOIUrl":"https://doi.org/10.1177/0145482X231184467","url":null,"abstract":"of the U","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"246 - 250"},"PeriodicalIF":1.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of The Camp Abilities Story: The Global Evolution of Sports Camps for Children Who Are Visually Impaired","authors":"John A. Kusku","doi":"10.1177/0145482x231166590","DOIUrl":"https://doi.org/10.1177/0145482x231166590","url":null,"abstract":"","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"189 - 190"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Providing Emotional Support to Parents and Caregivers of Infants and Toddlers With Visual Impairments","authors":"Deborah Chen, Cathy Callahan Groves","doi":"10.1177/0145482X231169721","DOIUrl":"https://doi.org/10.1177/0145482X231169721","url":null,"abstract":"When a baby is diagnosed with a visual impairment, parents and caregivers are likely to experience a host of overwhelming feelings. They may have urgent questions about the child’s medical care and concerns about how the child will develop and learn. Early intervention visual impairment practitioners (teachers of students with visual impairments and orientation and mobility specialists who provide early intervention services) may meet families during a vulnerable and uncertain period. According to McMilliam and Scott (2001), early interventionists offer informational, material, and emotional supports to families. Early intervention visual impairment practitioners may provide information about the type and severity of a child’s visual impairment and possible influences of vision loss on overall development. They may share information about ways to promote use of functional vision, compensatory skills, and how to obtain or adapt materials to help the child learn. Practitioners may also assist the family in finding relevant services and resources and in addressing material needs such as food, housing, and financial support. They may help families access emotional support through established services in early intervention and from informal family and community networks. Based on required professional competencies (Division for Early Childhood, 2020) early interventionists prepared by early intervention or early childhood special education programs are likely to feel confident and competent to provide informational and material supports to families. However, they may be less prepared to provide emotional support and be challenged by the complexities of family situations (Brotherson et al., 2010; Lee, 2015). Practitioners in visual impairment are trained to serve children of all ages so may not be adequately prepared for early intervention practices (Anthony, 2014; Ely et al., 2020; Ely & Ostrosky, 2018), unless they have had specific training or professional development. Given these training gaps, the authors reflected on their professional experiences mentoring early interventionists from various disciplines including early intervention visual impairment","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"175 - 182"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47898503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Survey of Special Education Eligibility Criteria for the Category Visual Impairment Including Blindness","authors":"Rachel Anne Schles, Hilary E. Travers","doi":"10.1177/0145482X231167871","DOIUrl":"https://doi.org/10.1177/0145482X231167871","url":null,"abstract":"Introduction: Special education eligibility criteria vary across U.S. states; this study reports a systematic analysis of interstate eligibility criteria in the Individuals with Disabilities Education Act (IDEA) category of visual impairments including blindness. Method: Eligibility criteria for all 56 U.S. states, territories, and Washington, DC, were collected and coded on 20 different variables. Variables included use of federal language, qualifying conditions, assessment components, and eligibility team member requirements. Results: Fourteen of 56 states use similar or identical eligibility criteria written in IDEA. Forty-one states (73%) included language that specified criteria or operationally defined what it meant to be a student with a visual impairment in their state. Although about half of the states included an eye report as part of the eligibility process, few specifically mentioned functional vision, learning media, and orientation and mobility assessments in their criteria. Discussion: Significant interstate variations in the interpretation of who qualifies as a student with a visual impairment exist in the United States. Some eligibility criteria were written in an unclear language, making the criteria hard to interpret. Given that identification and prevalence rates of students with disabilities, including students with visual impairments, correlate to components of eligibility criteria, future work should seek to develop an operationalized universal definition of who qualifies as a student with visual impairment in schools. Implications for Practitioners: Since significant interstate variations exist, students, families, and educators must have easy access to all states’ criteria so that families may understand how a student's eligibility for services may change if they move between states.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"116 - 127"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48052602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Feasibility Study of the Kasi Learning System to Support Independent Use of STEM Diagrams by Students With Visual Impairments","authors":"Sarah E. Wegwerth, Gianna J. Manchester, Julia E. Winter","doi":"10.1177/0145482X231169713","DOIUrl":"https://doi.org/10.1177/0145482X231169713","url":null,"abstract":"Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users’ performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"162 - 174"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47935544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Regression and Effect Size","authors":"Robert Wall Emerson","doi":"10.1177/0145482X231166596","DOIUrl":"https://doi.org/10.1177/0145482X231166596","url":null,"abstract":"Back in the July–August issue of 2020, I discussed regression and R values. In this issue, the article titled, “Predictors of Job Satisfaction for People with Visual Impairments,” allows me to continue this discussion. In this article, authors Steverson and Crudden used multiple linear regression to identify predictors of job satisfaction. They also reported effect sizes for their analyses. Previously in this column, I have discussed the importance of reporting effect sizes for different statistical tests (e.g., January– February 2016 and July–August 2019). Although the concept of effect size is the same across all statistical tests (a measure of the size of the effect or difference being studied), how it is calculated is different for each statistical test. In the July–August 2020 Statistical Sidebar, I noted that the statistic η (read as eta squared) can be used as a measure of effect size in regression analyses. Other measures of effect size for regression include R (for the magnitude of the effect of the entire model), f 2 (for the magnitude of the effect of the entire regression model or individual predictors), and rpart (for the magnitude of the effect of individual predictors). The rpart statistic is called the squared semipartial correlation and is the measure used in the article under discussion in this issue. The R statistic, sometimes called the coefficient of determination, is where the main measures of effect size for regression all begin. Many researchers report the R value because it lends itself well to the interpretation of how much variability in the dependent variable is explained by the regression model. However, the use of the f 2 or rpart statistics allows researchers to focus on individual predictor variables. This operation is especially useful in multiple linear regressions where there are several predictor variables in the regression model. For a simple linear regression, where there is one predictor variable and one outcome variable, the R statistic is just the square of the correlation coefficient between the two variables. For more complicated regressions, R is calculated as 1-RSS/TSS where RSS is the sum of squared residuals and TSS is the total sum of squares. Without getting too deep into the details, these two measures relate to how far each datapoint in a dataset lies off of the regression line that minimizes the overall distance from the regression line to all the data points. The R statistic ranges from 0 to 1 where 0.01 is considered a small effect, 0.09 is a medium effect, and 0.25 is a large effect. The f 2 statistic is calculated based on the R statistic through the equation f =Rinc/ 1-Rinc where R 2 inc is the change in the overall R for a regression model when a given predictor variable is added to a group of other predictor variables. A rule of thumb is that for the f 2 statistic, 0.02 is a small effect, 0.15 is a medium effect, and 0.35 is a large effect. The rpart statistic is also calculated by runnin","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"191 - 192"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Innovative Interprofessional Course in Ophthalmology and Low Vision for Occupational Therapy Students","authors":"Alison Bell, Lucas Bonafede, A. Lorch, M. Snitzer, Scott A. Edmonds, A. Levin","doi":"10.1177/0145482X231169294","DOIUrl":"https://doi.org/10.1177/0145482X231169294","url":null,"abstract":"Introduction: There is an increasing need for occupational therapists with the skills to provide low vision services, however, there is a lack of standardized training of low vision occupational therapy services. The purpose of this study is to design and evaluate a course for occupational therapy students to improve their skills and knowledge about ophthalmology and low vision. Methods: A multifaceted, 15-week curriculum using didactic learning, clinical experience, and reflective writing was created to instruct second-year occupational therapy students in ophthalmology and low vision. Participants included 19 occupational therapy students from Thomas Jefferson University. Each trainee participated in the course modules and then submitted their course evaluations and reflective writings for review. Participants evaluated their satisfaction with the course using a Likert-scale and open-ended comments. Reflective writing from each participant was reviewed by occupational therapy faculty authors (AB, AL). Results: Nineteen students participated in the course, with 19 (100%) of participants reporting being “satisfied” or “highly satisfied” with the course. Analysis of the reflective writings revealed three main themes: the impact of eye-related medical conditions on daily life, insight into the provider-patient interaction and relationship, and the potential role of the occupational therapist on the vision team as an agent to maximize patient adjustment and function. Discussion: This collaborative, multimodal interprofessional educational model can assist in training and sensitizing occupational therapy students in the areas of ophthalmology and low vision. Implications for Practitioners: This report provides a model for medical educators to utilize in the training of occupational therapy students.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"107 - 115"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42262291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Certification of Visual Impairment due to Diabetic Eye Disease in Northern Ireland From 2014 to 2019","authors":"L. Cushley, T. Peto, Roseleen McCann, T. Moutray, G. Virgili, A. Jackson","doi":"10.1177/0145482X231168399","DOIUrl":"https://doi.org/10.1177/0145482X231168399","url":null,"abstract":"Purpose: To determine the number of people being certified as either severely sight impaired or sight impaired due to diabetic eye disease (DED) in Northern Ireland (NI). Methods: Sight impairment data have been collected for the 6-year period of 2014–2019, these data included age, gender, certification status, visual acuity, and type of eye disease. All data were entered into an Excel database and analyzed using Stata to ascertain the number of total certifications and diabetic eye disease certifications per year. Results: The number of total certifications in NI increased year on year as has the number of diabetic eye disease certifications. The number of diabetic eye disease certifications rose from 12.6 per million in 2014 to 17.4 per million in 2019, with a peak of 27 per million in 2018. There were more males than females registered due to diabetic eye disease. Diabetic eye disease's proportional representation of total certifications of visual impairment remained relatively stable during the 6-year period. Conclusions: In the 6-year period, the overall number of certifications has increased from 2014 to 2019, as have the number of certifications due to DED. This may be attributed to the improvement of certification and diabetic eye care pathways. People with diabetes who are certified are more likely to be younger and male. More research with medical data needs to be conducted in the future.","PeriodicalId":47438,"journal":{"name":"Journal of Visual Impairment & Blindness","volume":"117 1","pages":"183 - 188"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43779350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}