bluuebunny/crossref_metadata_2025_split huggingface dataset:
Theory of Mind and Cognitive Function in Adults with Alström or Usher Syndrome
Authors: Henricson Cecilia , Frölander Hans-Erik , Möller Claes , Lyxell Björn 
Published: December 2018

Objective Theory of mind (ToM) refers to the ability to impute mental states to one's self and others. ToM was investigated in adults with Usher syndrome type 2 (USH2) or Alström syndrome (AS). Both syndromes cause deafblindness, but differ with regard to onset and degree of sensory loss. Individuals with AS, furthermore, display additional physical diseases. Comparisons were made with individuals with typical hearing and vision. Methods Thirteen people with USH2, 12 people with AS, and 33 people with typical hearing and vision performed tests of working memory capacity and verbal ability. ToM was tested via Happé's Strange Stories, assessing ability to understand the emotions and actions of story characters. The test also included matched physical stories to evaluate understanding of the logical outcomes associated with everyday situations. Results Significant differences were identified in problem solving regarding physical conditions, with higher scores for the typical hearing and vision group, H(2) = 22.91, p < 0.01. The two groups with deafblindness also demonstrated poorer ToM than the typical hearing and vision group, H(2) = 21.61, p < 0.01, and the USH2 group outperformed the AS group, U(34), z = 2.42, p = 0.016. Intra-group variability was related to working memory capacity, verbal ability, visual status, and to a minor extent auditory capacity. The prevalence of the additional physical diseases was not related to ToM performance. Conclusions Limited access to information due to visual loss may have reduced the degree of social experience, thereby negatively affecting the development of ToM. That working memory capacity and verbal ability displayed an impact implies that hearing also contributes to ToM development. Differences between the two groups might be a function of genetic conditions, in which the gene causing USH2 only affects the ears and the eyes, whereas AS has a multisystemic pathology. Implications for practitioners Advice and support technology should emphasize ease of communication and boost the development of the communication required to develop ToM.
The Social Experiences of High School Students with Visual Impairments
Authors: Jessup Glenda , Bundy Anita C. , Broom Alex , Hancock Nicola 
Published: December 2018

Introduction This study explores the social experiences in high school of students with visual impairments. Methods Experience sampling methodology was used to examine (a) how socially included students with visual impairments feel, (b) the internal qualities of their activities, and (c) the factors that influence a sense of inclusion. Twelve students, including three with additional disabilities, completed the Psychological Sense of School Membership (PSSM) questionnaire as a measure of inclusion. They were subsequently asked to complete an in-the-moment survey seven times daily for one week using an iOS device. This survey asked about activities and ratings of internal variables: fitting in, acceptance, loneliness, awareness, and enjoyment. Each student was also interviewed. Z-scores were created for internal variables and correlations calculated to examine relationships between experiences, PSSM, and demographic variables. Results This group felt included as measured by the PSSM ( m = 4.24, SD = .67). Students’ most frequent activity was classwork. Doing nothing rated most negatively and was described as time wasting. Out-of-class activities were rated most positively. In the three participants with additional disabilities, it appeared that the presence of this additional disability negatively influenced a sense of inclusion ( rb = -.67, p ≤ .05), fitting in ( rb = -.86, p ≤ .05), enjoyment ( rb = -.65, p ≤ .05), and loneliness ( rb = .88, p ≤ .05). Interviews revealed a lack of common ground between adolescents with both visual impairments and additional disabilities and their peers. Discussion and implications for practitioners These students worked hard to maintain parity with peers and found school more enjoyable if they fit in. It is important to provide discreet and timely access to the curriculum. Friendships require time, common interests, and reciprocity. There may be potential to further explore out-of-class clubs as a means of supporting friendship development. In addition, findings suggest that students with additional disabilities are not likely to feel included. Because this population comprises the majority of visually impaired students, this result has serious implications for practitioners and should be examined in future research.
Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers
Authors: Ivy Sarah E. , Guerra Jennifer A. , Hatton Deborah D. 
Published: December 2018

Introduction Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.
Teachers’ Experiences with Literacy Instruction for Dual-Media Students who Use Print and Braille
Authors: Herzberg Tina S. , Rosenblum L. Penny , Robbins Mary E. 
Published: December 2018

Introduction This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods These teachers in the United States and Canada completed an online survey during spring 2015. Results The teachers reported that they introduced braille to their students at the mean age of 7.8 years. The three most common reasons reported for introducing a student to braille were the student's diagnosis, print reading speed, and print reading stamina. The amount of instructional time in braille literacy varied widely, and slightly more than 60% of the students were initially introduced to uncontracted braille. The teachers reported that approximately half of their students were at or above grade level with their print literacy skills, but only about 25% were at or above grade level with their braille literacy skills. Discussion Both contracted and uncontracted braille were used when beginning braille instruction for students reading both print and braille. The roles of student motivation and confidence appeared to be important considerations when designing and providing braille literacy instruction. Implications for practitioners There are many factors that should be considered when determining if a student should transition from print to braille as a primary literacy medium. Motivating students to want to learn and use braille is critical. A comprehensive curriculum is needed for use with established print readers at various reading levels who are making the transition to braille.
Working with Randolph-Sheppard Entrepreneurs who Are Deafblind: A Qualitative Analysis
Authors: Hierholzer Anne C. , Bybee Jacquelyn 
Published: December 2018

Introduction The purpose of the study was to explore challenges facing deafblind entrepreneurs and the staff who work with them through the Randolph-Sheppard Business Enterprise Program. Methods Interviews were conducted with 41 Randolph-Sheppard staff and deafblind entrepreneurs across the United States. Participants were selected using a snowball sampling procedure. Interviews were conducted by telephone or e-mail, and results were coded to identify overarching themes. Results The top challenge identified among all staff was helping deafblind entrepreneurs interact effectively with customers. Common communication challenges included reliance on third parties and communication that was characterized by repetition and slowness. Although challenges surrounding communication were commonly cited by staff, problems with technology were the most important concerns for the entrepreneurs themselves. Over one-third of respondents (36%) felt deafblindness did not create any unique communication challenges. Common suggestions for program improvement were expanding access to interpreters and training in sign language and tactile interpreting. Discussion Entrepreneurs and staff agreed that many challenges relating to deaf-blindness can be overcome with creativity and determination. One important approach for improving communication is proactively informing customers about the entrepreneur's deafblindness and describing communication strategies. Further research to determine the extent of hearing loss among entrepreneurs in the Randolph-Sheppard program would be beneficial. Implications for practitioners Individuals with deafblindness have demonstrated the ability to take part in the workplace, but challenges remain. Staff who work with these entrepreneurs need to help them address their unique communication needs in a proactive, positive manner.
Parenting Experiences of Mothers who Are Blind in Iran: A Hermeneutic Phenomenological Study
Authors: Moghadam Zahra Behboodi , Ghiyasvandian Shahrzad , Shahbazzadegan Samira , Shamshiri Mahmood 
Published: December 2018

Introduction Mothers, who often serve as primary care-givers for their offspring, play a crucial role in the development of children. Understanding the parenting experiences of mothers who are blind can be valuable and beneficial for professional educators and health care workers who wish to provide holistic and appropriate services to both mothers who are blind and their children. This study aimed to explore the experience of mother-child integration by mothers who are blind living in Iran. Methods A hermeneutic phenomenology approach was adopted to conduct the study. Congruent with this approach, Van Manen's (1990) method consisted of six interplay activities that helped the researchers in the process of the study. Semistructured in-depth interviews were performed to produce qualitative data with nine mothers who are blind. The thematic analysis introduced by Van Manen was used to isolate and extract the meaning units, subthemes, and the main theme hidden in the lived stories of the participants. Results “Close nurturers” was the overarching theme extracted from the experience of mothers who are blind, which emerged from six themes: monitoring by alternative senses, monitoring by careful calls and staying vigilant, loving by heart and imagining in mind, discovering the child's intentions, parenting anxiety, and deficits in communication. Discussion Blindness changes the mothering behaviors of women who are blind to the extent that they often adopt a close-mothering approach in caring for their children. This approach helps them to cope with their limitations and thereby decrease their level of child-related anxiety. Health professionals should consider the concept of close nurturers to better understand the behaviors of mothers who are blind. Implications for practitioners Understanding the lived experiences of mothers with blindness can generate valuable knowledge that can be used to provide appropriate health care and other support services for these women and their children.
Physical Education Experiences at Residential Schools for Students who Are Blind: A Phenomenological Inquiry
Authors: Haegele Justin A. , Sato Takahiro , Zhu Xihe , Avery Timothy 
Published: December 2018

Introduction Recently, researchers have explored the perspectives of those with disabilities to better understand their experiences in physical education. However, little has been done with focusing on those with visual impairments. Utilizing a qualitative interpretive phenomenological analysis framework, the purpose of this study was to examine the meaning that adults with visual impairments who attended residential schools for students who are blind ascribed to their physical education experiences. Methods A group of five adult males who attended physical education at residential schools in the United States were purposely selected for this study. Data were collected via semistructured telephone interviews and reflective interview notes. Data were analyzed using a five-step analytical process, and recurring themes were summarized and presented as results. Results and discussion Two broadly defined interrelated themes emerged from the participants’ narratives. One theme, “being the only blind guy, to being one of the crowd,” explained how differences in school settings contributed to the differences experienced by participants when attending residential and public or community schools. Cumulatively, participants described their residential school experiences as more inclusive and explained feelings of “being normal.” The second theme, “the bullies and the bullied,” explained the lived experiences of participants within the social dynamics of physical education environments and showed perceptions of those who were “able” and “less able.” Implications for practitioners Listening to the voices of individuals with disabilities can afford researchers and teachers with a better understanding of how they experience classes and help identify strategies to improve instruction. Two important implications for physical education teachers derived from this study were to ensure that adaptations are made to meet students’ needs, and that students are afforded choices within their physical education curriculum. Furthermore, in addition to experiences of bullying in inclusive settings, practitioners must be aware of these instances in residential schools as well.
A Survey on the Use of Mobile Applications for People who Are Visually Impaired
Authors: Griffin-Shirley Nora , Banda Devender R. , Ajuwon Paul M. , Cheon Jongpil , Lee Jaehoon , Park Hye Ran , Lyngdoh Sanpalei N. 
Published: December 2018

Introduction The literature indicates that few studies have been conducted with persons with visual impairments (that is, those who are blind or have low vision) concerning mobile application or “app” usage. The current study explores the use of mobile apps with this population globally. Methods A total of 259 participants with visual impairments completed an online survey. Descriptive statistics and bivariate tests were used to examine associations between demographic characteristics and mobile app use. Results The participants rated special apps as useful (95.4%) and accessible (91.1%) tools for individuals with visual impairments. More than 90% of the middle-aged adult group strongly agreed with the practicality of special apps, a significantly higher percentage than was observed in the young and old adult groups. In addition, the participants with low vision considered special apps less accessible than did those with blindness (p < .05). Discussion Results show that persons with visual impairments frequently use apps specifically designed for them to accomplish daily activities. Furthermore, this population is satisfied with mobile apps and would like to see improvements and new apps. Implications for practitioners Developers of apps for individuals with visual impairments need to refine and test the existing apps. Practitioners need to be knowledgeable about app usage so they can provide effective instruction to their students or clients. This study provides preliminary information regarding app usage among persons with visual impairments.
Audible Image Description as an Accommodation in Statewide Assessments for Students with Visual and Print Disabilities
Authors: Ferrell Kay Alicyn , Correa-Torres Silvia M. , Howell Jennifer Johnson , Pearson Robert , Carver Wendy Morrow , Groll Amy Spencer , Anthony Tanni L. , Matthews Deborah , Gould Bryan , O'Connell Trisha , Botsford Kathryn D , Dewald Hong Phangia , Smyth Catherine A. , Dewald Aaron John 
Published: December 2018

Introduction Although image description has been identified as an accommodation for presentations conducted in the classroom, only a few U.S. states have approved it for use in high-stakes assessments. This study examined the use of audible image description as an assessment accommodation for students with visual and print disabilities by investigating student comprehension under multiple conditions. Methods Students in three western states in grades three through eight who had visual ( n = 117) or print ( n = 178) disabilities participated in an abbreviated test constructed of retired assessment questions in English language arts, mathematics, and science, that were aligned with each state's instructional standards, under conditions with and without standardized description of graphic images. The study used a within-subjects block design to collect and compare comprehension data under conditions where audible image description was both used and not used in an abbreviated test. Results Results indicated that students who read braille were more likely to respond correctly under the audible image description condition, and students with visual and print disabilities who used print were equally likely to respond correctly regardless of condition. Discussion Braille readers were more likely to obtain a correct answer when audible image description accompanied the question. Audible image description did not affect the likelihood of a correct response from students with print disabilities or students with visual disabilities who read print. Implications for practitioners Audible image description is an accommodation that may help braille readers perform better on tests. Although the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced consortia are taking steps to include image (or picture) descriptions in their assessment accommodations, teachers may want to develop a standard method for describing images and familiarize their braille readers to the strategy by including it in instruction and in classroom tests. Readers are referred to the National Center on Accessible Media's online guidelines for image description.
The Effect of the Color of a Long Cane Used by Individuals who Are Visually Impaired on the Yielding Behavior of Drivers
Authors: Bourquin Eugene A. , Emerson Robert Wall , Sauerburger Dona , Barlow Janet 
Published: December 2018

Introduction A new market trend offers long canes for individuals with visual impairments in a variety of colors; however, the impact of these colors is unknown to orientation and mobility (O&M) specialists and individuals who are blind or who have low vision. The authors examined the impact of cane color on drivers’ yielding behaviors; also, cane display effectiveness was assessed. Methods At traffic signal–controlled intersections, drivers’ yielding responses (yield–no yield and seconds to crosswalk) were recorded by two raters when a pedestrian presented one of two conditions (display and flagging) with four differently colored long canes (white, black, yellow, and green). Results In trials where the pedestrian used a flagging cane technique, the white cane achieved 290% more yielding than the green cane, 100% more yielding than the yellow cane, and 40% more yielding than the black. Statistical differences were found between the white-with-red cane and the yellow and green canes. The measure of drivers’ latency for moving forward was not statistically different between trials in which a pedestrian displayed a white cane at the crosswalk and trials in which no pedestrians were present. Discussion Cane color appears to have a substantial effect on drivers’ yielding responses. The results also indicate only a slight driver response to a highly visible cane display, confirming the results of previous studies that recommended more potent pedestrian movements to mitigate the threat from turning vehicles. Implications for practitioners O&M specialists and cane travelers need to consider the options for cane color when using a cane to cross streets. A white cane, flagged at the onset of the walk signal, can achieve more desirable responses from drivers than can the long canes of other colors. More effective cane behaviors exhibited by pedestrians who are visually impaired should always be considered by O&M instructors in order to influence drivers.
Mental Health among Children and Young Adults with Visual Impairments: A Systematic Review
Authors: Augestad Liv Berit 
Published: December 2018

Introduction The purpose of this study was to summarize current scientific knowledge relating to the occurrence of mood disorders among children with visual impairments. Methods A systematic review was conducted of articles published between January 1998 and July 2016, inclusive. A total of 17 publications met the inclusion criteria, of which 15 reported studies with a cross-sectional design. The 17 publications represent 13 countries. Results The majority of the studies suggested that children and young adults with visual impairments had more emotional problems than did their sighted peers. In addition, girls with visual impairments more often experienced serious symptoms of depression and anxiety than did boys with visual impairments, a finding that was in line with results for the general population. Two studies with a longitudinal design suggested that emotional problems among children and young adults with visual impairments might lessen over time. Discussion Due to the different research purposes, study designs, definitions of visual impairment, participants’ age ranges, cultures, countries, small sample sizes, measurements, and analyses of mental health, the overall results of the reviewed studies were inconsistent. To give children the best opportunities for good mental health, there is a need for more knowledge and for further longitudinal and randomized studies of high quality. Implications for practitioners Social support, friendship, and independence in mobility seem to be important for enhancing the mental health of all children. Children with earlier onset and more severe visual impairments may be less likely to experience a reduction in their mental health problems over time.