bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Impact of Socioeconomic Status on Voice Outcomes in Patients With Spasmodic Dysphonia Treated With Botulinum Toxin Injections
Authors: Valenzuela Dianne , Singer Joel , Lee Terry , Hu Amanda 
Published: January 2019

Objectives: To determine the impact of socioeconomic status (SES) on voice outcomes for spasmodic dysphonia (SD) patients treated with botulinum toxin injections. Methods: This was a prospective cross-sectional study in a tertiary care, academic voice clinic in Canada. Adult SD patients returning to the voice clinic for their botulinum toxin injections were recruited from October 2017 to April 2018. Patients completed a questionnaire on demographic data, the Hollingshead Four-Factor Index for socioeconomic status (validated instrument based on education, occupation, gender, and marital status), and the Voice-Handicap Index 10 (VHI-10) (validated instrument on self-reported vocal handicap). Primary outcome was the association between VHI-10 and Hollingshead Index. Secondary variables were median household income by postal code, duration of disease, gender, age, and professional voice user. Descriptive statistics and multiple linear regression were conducted. Results: One hundred and one patients (age = 62.8 ± 13.7 years, 20.8% male) were recruited with VHI-10 of 22.1 ± 8.1 (out of 40) and Hollingshead Index of 46.3 ± 11.7 (range, 8-66). Median household income was $75 875 ± $16 393, which was above the Canadian average of $70 336. About 91.1% were Caucasian, 54.4% had university degree, 86.1% spoke English, and 43.5% were employed. In multiple linear regression, there was mild to moderate negative correlation (r = −.292, P = .004) between VHI-10 and Hollingshead Index when controlling for disease duration, age, gender, and professional voice use. Conclusion: SD patients treated with botulinum toxin were mostly affluent, Caucasian, well educated, and English speakers. Lower self-perceived vocal handicap was associated with higher socioeconomic status.
The Development of Accepted Performance Items to Demonstrate Competence in Literary Braille
Authors: Lewis Sandra , D'Andrea Frances Mary , Rosenblum L. Penny 
Published: January 2019

Introduction This research attempted to establish the content validity of several performance statements that are associated with basic knowledge, production, and reading of braille by beginning teachers. Methods University instructors (n = 21) and new teachers of students with visual impairments (n = 20) who had taught at least 2 braille students participated in parallel Delphi studies to determine if a consensus could be achieved on a series of statements that are thought to describe competence in literary braille by individuals who are completing university programs. The participants were also asked to identify with what degree of accuracy these competencies should be demonstrated and what kinds of reference materials should be available when demonstrating competence. The acceptable level of consensus was set at 85%. Three iterations of the Delphi method were completed; the university instructors also participated in a clarification round. Results Seven performance statements on which a consensus was reached with regard to levels of accuracy and use of references were supported by both instructors and practitioners. Differences between the instructors and practitioners in the recommendation of the type of reference materials available when demonstrating competence would have to be resolved for 7 additional statements to be acceptable, while differences in the recommendation of the level of accuracy that should be demonstrated would have to be resolved for 2 other performance statements to be recommended. Proposed competencies related to skill with a slate and stylus and in the use of braille-emulation programs were not supported. Implications for practitioners The identification of content-valid performance standards establishes a stronger research base on which to create voluntary standards for defining the braille competence of students who complete university programs. The adoption of such standards has the potential to reduce inconsistencies among programs and to increase the proficiency of program completers in braille.
Are Male Judokas with Visual Impairments Training Properly? Findings from an Observational Study
Authors: Gutiérrez-Santiago Alfonso , Cancela José M. , Zubiaur Marta , Ayán Carlos 
Published: January 2019

Introduction One aim of the study was to describe the temporal structure of judo combat among male judokas with visual impairments. Another aim was to determine the possible differences between the judokas with visual impairments and sighted male judokas to determine whether judokas with visual impairments need specific training to achieve their maximum performance level. Methods Observational methodology was used in 184 combats (n = 92 male senior judokas with visual impairments). A T-Patterns study (THEME) and a descriptive statistical analysis (SPSS) were conducted. Results The results showed that most of the observed combats ended before the regulation time was over (81%). The temporal structure observed in judokas with visual impairments was as follows: total combat time: 4 minutes, 26 seconds; total pause time: 2 minutes, 38 seconds; total stand-up fight time: 1 minute, 22 seconds; and total ground fight time: 60 seconds. The number of sequences were as follows: 6.9 pause sequences with a duration of 19.6 seconds each, 12.4 work sequences with a duration of 22 seconds each, 7.9 work sequences in stand-up judo with a duration of 11.7 seconds each, and 4.5 work sequences in ground judo with a duration of 12.9 seconds each. Discussion The combats’ mean values revealed that, compared to male sighted judokas, judokas with visual impairments perform shorter work sequences and need longer pause sequences because of their impairment. Implications for Practitioners These data indicate that the temporal structure of judo combat in athletes with visual impairments is different from the temporal structure of judo combat in sighted athletes, which indicates that the appropriate training for each group should be different. This article describes a specific temporal structure that is applicable to traditional judo training methods, fits these athletes’ needs, and is available for coaches who train judokas with visual impairments.
Personality Characteristics of South Korean Students with Visual Impairments Using the Myers-Briggs Type Indicator
Authors: Bak Sunhi 
Published: January 2019

Introduction The study presented here was designed to determine whether there were significant differences in the frequency and preference scores of personality functions and the frequency of personality types, as measured by the Myers-Briggs Type Indicator (MBTI), by gender, school level, and level of visual function, of students with visual impairments in South Korea. Methods Ninety-eight South Korean students with visual impairments who were enrolled in special junior high and high schools for students with visual impairments answered the MBTI. Chi-square analyses examined the frequencies of preference functions and personality types by gender, school level, and level of functional vision. Independent-samples t-tests were conducted to examine the differences in preference scores by the independent variables for personality functions. Results Only gender differences were found in the frequency of preference functions between the Thinking-Feeling functions. Significant differences were not found in the frequencies of preference scores and personality types by gender, school level, or functional vision. Discussion The students with visual impairments were more likely to think of themselves along the indicators of Extraversion, Sensing, and Perceiving. More male students than female students preferred Thinking over Feeling. Educators need to understand the way in which each gender group prefers to use perception and judgment as decision-making functions. Personality traits vary among persons who are visually impaired as much as they do among those who are sighted. Implications for practitioners South Korean adolescents with visual impairments differ on their personality types in a way similar to sighted students. Learning more about the personality characteristics of children with visual impairments may help educators to teach more effectively.
A Systematic Review of Transition Interventions Affecting the Employability of Youths with Visual Impairments
Authors: Cavenaugh Brenda , Giesen J. Martin 
Published: January 2019

Introduction The purpose of the study presented here was to identify and synthesize studies of transition interventions to improve the employability and employment outcomes for youths with visual impairments. Methods An a priori protocol was followed in conducting a systematic review of the literature, including criteria for selecting studies, search strategies, and a synthesis of findings. Results Fifteen studies of interventions to improve the employability of youths with visual impairments were identified. Four studies used two-group designs with control or comparison groups, four used single-subject, multiple-baseline designs, and seven used single-group designs (no control or comparison groups). Of the four two-group designs, two reported statistically significant relationships between the transition intervention and factors related to employment. A meta-synthesis indicated the efficacy of several interventions to improve the career-awareness, job-seeking, independent-living, and social skills of the participants. Discussion Interventions that were found to enhance employability skills and self-constructs were also identified in correlational research as predictors of the successful employment of youths with visual impairments. There were no studies of interventions that directly resulted in employment. Only 3 of the 15 studies used designs with random assignment to groups—the most rigorous in evaluating the effectiveness of interventions. Implications for practitioners There is a critical need for information on evidenced-based practices that affect the successful transition of young adults with visual impairments. Practitioners are encouraged to implement rigorous evaluation methods to evaluate transition practices and to publish findings as a basis for public policy and the development of high-quality programs.
Experiences of Students with Visual Impairments in Canadian Higher Education
Authors: Reed Maureen , Curtis Kathryn 
Published: January 2019

Introduction This article presents a study of the higher education experiences of students with visual impairments in Canada. Methods Students with visual impairments and the staff members of disability programs were surveyed and interviewed regarding the students’ experiences in entering higher education and completing their higher education requirements. Results Although the reported graduation rates were high, the students took more than four years to complete their studies. They thought that heavy reading requirements, work in groups, and an inability to participate in some activities were barriers to their full participation in higher education. Discussion The findings demonstrate that barriers exist that have a negative impact on the higher education experience of students with visual impairments. Implications for practitioners Students with visual impairments have challenges that require unique preparation for higher education.
Transition-Age Youths with Visual Impairments in Vocational Rehabilitation: A New Look at Competitive Outcomes and Services
Authors: Giesen J. Martin , Cavenaugh Brenda S. 
Published: January 2019

Introduction Given the low rate of closure of cases for employment, the study presented here analyzed the characteristics of consumers and services that predict competitive employment for youths with visual impairments who are making the transition from secondary education to employment in the vocation rehabilitation program. Methods Using data from the Rehabilitation Services Administration on 2,282 consumers aged 22 or younger whose cases were closed after they received services, we conducted descriptive and logistic regression analyses to determine which client and service factors predicted competitive employment. Results Gender; race; education; disability; the severity of visual impairment, receipt of Supplemental Security Income, earnings at the time of application, which are indicative of early work experiences; and four of five service clusters were significantly related to employment outcomes. Discussion This research provided new knowledge regarding influences, “risk factors,” and predictors of competitive employment—what works—for youths with visual impairments. Implications for practitioners We make recommendations for the provision of vocational rehabilitation services, transition programs, policy regarding groups “at-risk” for poor employment outcomes, and future research.
Eccentric Viewing Training and Its Effect on the Reading Rates of Individuals with Absolute Central Scotomas: A Meta-analysis
Authors: Howe Jon 
Published: January 2019

Introduction Eccentric viewing training has been a strategy, used by rehabilitation professionals, to help individuals with central vision loss move their eyes in such a way that they focus the incoming light on parts of the retina located away from the center area that has been damaged and improve visual functioning. A number of studies have shown that this type of training can be associated with improved reading rates. Method A meta-analysis was conducted on data generated from 17 studies that reported the effect of appropriate magnification and eccentric viewing training on the reading rate of trainees with central scotomas. Results Almost all eccentric viewing training methodologies were found to be associated with comparable final reading speeds, and no significant differences in final reading speed were found between eccentric viewing training methodologies with comparable age participants. A negative relationship between age and final reading speed was found through correlation analysis, and a correlation was found between visual acuity and the percentage of change in reading speed. Regression models using combinations of age, acuity, and treatment hours were found that could be used to predict the final reading rate using age and number of training hours. Discussion This analysis provided no statistical basis to determine if one of the treatment protocols described in these studies was more effective in improving the reading rate than another, and there was quite a bit of variability in the protocols described. Implications for practice Eccentric viewing is an effective way for individuals with central scotomas to improve the use of the vision that they have. Evidence from this meta-analysis suggests that a wide range of training protocols would be effective, and the personal preferences of the instructor and consumer can be given significant consideration during program planning.
Internet Use by Transition-Aged Youths with Visual Impairments in the United States: Assessing the Impact of Postsecondary Predictors
Authors: Kelly Stacy M. , Wolffe Karen E. 
Published: January 2019

Introduction Youths and adults without disabilities have been increasing the regularity of their online connectivity at a rapid pace, as previous research has indicated. The study presented here examined the degree to which transition-aged youths with visual impairments have used the Internet and what outcomes they have achieved following their graduation from high school. Methods The authors conducted a secondary analysis of the National Longitudinal Transition Study–2 (NLTS2) database and assessed a nationally representative sample of youths with visual impairments who were making the transition from high school to further education or work. The descriptive analysis showed estimates of Internet use among these youths during three periods (2005, 2007, and 2009). Multilevel longitudinal modeling was used to analyze the change in the prevalence of Internet use as the youths matured and to assess the impact of postsecondary opportunities on online communication. Results Across the three waves of data collection, an average of 43% of the transition-aged youths with visual impairments used the Internet regularly for online communication. There was no significant change in the use of the Internet as these young people matured (p = .06). The youths who used the Internet for regular online communication were significantly more likely to be engaged in postsecondary work (p < .01), education or training (p < .01), or volunteering and engaging in community service (p < .01). Discussion The study showed that transition-aged youths with visual impairments are not progressing at rates commensurate with their peers without disabilities in the vital area of Internet use. Their best performance, in Wave 5, was 49%; compared to 93% of youths without disabilities in the same year. The positive impact of participation in postsecondary opportunities on the likelihood of online connectivity is demonstrated. Implications for practitioners Implications for lifelong success in today's technology-driven society are discussed.
Evaluation Study of Short-Term Programs at a Residential School for Students who are Blind and Visually Impaired
Authors: Pogrund Rona L. , Darst Shannon , Boland Teryl 
Published: January 2019

Introduction The results of a 2009–2010 program evaluation study that examined parents, teachers of students with visual impairments, administrators, and students regarding overall satisfaction with and effectiveness of the short-term programs at a residential school for students who are blind and visually impaired are described. The findings are presented with recommendations for program improvement. Methods The mixed-method triangulation study design included the collection of multiple phases of quantitative and qualitative data. The setting was the short-term programs at a special purpose or residential school for students who are blind. All participants had at least one experience with short-term programs. Participants were chosen by convenience sampling and included 107 parents, 87 teachers of students with visual impairments, 26 administrators, and six students. Of these participants, the initial overall response rates were 21 of 107 parents (19.62%), 54 of 87 teachers of students with visual impairments (62.07%), 8 of 39 administrators (20.5%), and 6 of 6 students (100%). Results Fifteen (71.4%) parents, forty-seven (82.5%) teachers of students with visual impairments, and eight (100%) administrators felt that short-term programs are an effective tool in meeting the specific needs of students with visual impairments. Twenty-one (65.6%) parents, fifty-two (60.4%) teachers of students with visual impairments, and five (62.5%) administrator respondents stated that their overall satisfaction with short-term programs was outstanding. All six students felt that short-term programs were beneficial to them. All percentages were calculated with confidence intervals of 95%. Discussion The findings demonstrate that the majority of participants felt that short-term programs are effective and more than satisfactory in meeting students’ needs. Implications for practitioners Other residential schools for students who are blind could model their short-term programs after the program in this study.
Parents’ Perceptions of Physical Activity for Their Children with Visual Impairments
Authors: Perkins Kara , Columna Luis , Lieberman Lauren , Bailey JoEllen 
Published: January 2019

Introduction Ongoing communication with parents and the acknowledgment of their preferences and expectations are crucial to promote the participation of physical activity by children with visual impairments. Purpose The study presented here explored parents’ perceptions of physical activity for their children with visual impairments and explored barriers to physical activity. Methods The 11 parents of children with visual impairments took part in one-on-one semistructured interviews that were transcribed and then analyzed through a constant comparative analysis. Results Three themes emerged from the analysis of the data: the holistic benefits of physical activity, barriers to physical activity, and solutions to physical activity. Discussion The results revealed that the parents valued and had high expectations for physical activity for their children; however, they believed that there were multiple barriers to overcome. Implications for practitioners Adapted physical education and recreational professionals must include parents in planning and implementing physical education and physical activity programs. Infusing information about physical activity and physical education in the professional preparation of teachers of students with visual impairments is also part of this important solution. Last, preteaching basic foundational skills for movement and sports is important to ensure the participation of children with visual impairments in physical education and recreational activities later in life.
Physical and Psychological Health in Persons with Deafblindness that is due to Usher Syndrome Type II
Authors: Wahlqvist Moa , Möller Claes , Möller Kerstin , Danermark Berth 
Published: January 2019

Introduction The objectives of the study reported here were to describe the physical and psychological health of persons with Usher syndrome Type II (USH2) and to explore any differences in terms of gender. Methods The participants were recruited from the Swedish Usher database. In the first step, 122 persons received the questionnaire by mail, and 96 (aged 18–84, with a mean age of 55, 53% of whom were female) agreed to participate. The Health on Equal Terms questionnaire was used, which covered such items as health, living conditions, and social relationships. Results for the participants with USH2 were compared to those of a reference group of 5,738 persons who were drawn from a random sample of the Swedish population retrieved from the Swedish Public Health Institute. The odds ratio (adjusted for gender and age), and its 95% confidence interval were calculated. Results The participants with USH2 reported that their physical and psychological health was significantly poorer than that of the Swedish reference group. They revealed major problems involving headache, fatigue, depression, suicidal thoughts, and suicide attempts. For the male participants, the psychological differences were even more marked than those of the male reference group. Discussion The identification of factors associated with physical and psychological health and well-being is important for the design of future rehabilitation strategies for people with USH2. Special focus must be placed on the psychological well-being of men with USH2. Implications for practitioners The management of rehabilitation services for persons with USH2 calls for interdisciplinary teamwork to provide adequate resources to cope with the physical and psychological health issues demonstrated in this study.