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INTELLIGENCE & IMPAIRED VISION.   Term Paper ID:20679 Click to get this paper

Essay Subject: Review of literature on relationship between blind & low-vision children & intellect, focusing on testing.... More...

6 Pages / 1350 Words 11 sources, 11 Citations, APA Format $24.00 Return to List of Papers

Paper Abstract: Review of literature on relationship between blind & low-vision children & intellect, focusing on testing. Paper Introduction: The following literature review will provide a brief overview of intelligence and the blind or visually handicapped student. To this goal, several topics will be included, such as general guidelines, qualifications to the use of various assessment procedures and tools, how the visual handicapping condition can compound many of the developmental variables, and feasibility, reliability and validity of various assessment tools, etc. The theoretical framework is multidisciplinary, with workers using theories addressing such issues as intellectual delay due to visual handicap, how some assessment tools may yield unreliable data, and how procedure modification may yield unreliable data. The methods used for research are varied, ranging from case studies to test-retest. Scholl and Schnur (1975) discussed measures of Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Locus of control and adaptive behaviorin visually impaired children. The findings revealed that the test-retestreliability coefficients (r) were .76 for age 67-119 months, .86 for age12 -179 months, and .95 for age 18 -238 months. (1991, June). For memory, immediate, recent and remote memoryare to be at issue. Of the subjects, 42% were blind,while 58% had some vision. (1986). Developmental Medicine and ChildNeurology 29, pp. For intelligence, tactual adaptations may prove more reliable, butare not greatly accepted. Thetools used were the Intellectual Achievement Responsibility Questionnaireand the new Vineland Adaptive Behavior Scales. That is, some of the cognitiveexperiences may prove restricted in range and depth; object-world knowledgemay well be impaired, given that touch is used in place of vision; and,objects that are sized too small or too large may not be experienced, giventhat touch will not adequately replace the function of the individual'svision. e.,psychologists, psychological examiners, and rehabilitation counselors) mustassess the abilities of the above-noted individuals. The findings ofthis study revealed that delays in cognitive and psychomotor Development,as well as academic achievement, were delayed for the sample in general.The findings specific to Wechsler Intelligence Scales for Adults andChildren for verbal intelligence revealed a group mean of 93.7. Examiners must carefully select the assessmentinstrument, given the specific situation of each student. 28-3 . Swallow, R.M. The findings revealed thelack of correlation between the Intellectual Achievement ResponsibilityQuestionnaire and the new Vineland Adaptive Behavior Scales; but there wasa significant correlation between increases in chronological age andpositive responses to responsibility for academic achievement; betweeninternality for positive academic events and level of independent livingskills. The workersconcluded that the self-reports of the low visioned can be of value toprofessionals relative to predicting functioning. Dekker, Drenth, Zaal, and Koole (199 ) investigated an intelligencetest series for blind and low vision children using subjects aged six to 15years who administered a standardized intelligence test series. Journal ofVisual Impairment and Blindness, pp. Of the findings, the group meanfor albino children for the Full-scale 1 was 1 6.2, versus 97.1 for thecontrols; while the group mean of 114.8 was found for verbal IQ for thealbino subjects, versus 99. Price, J., Mount, G., & Coles, E. Dekker, R., Drenth, P., & Zaal, J. Cole, Conn, Jones, Wallace, and Moore (1987) investigated intellectamong albino children using 24 subjects (12 albino subjects and 12 visuallyhandicapped subjects) who administered the Wechsler Intelligence Scale forChildren - Revised, or the Wechsler Preschool and Primary Scale ofIntelligence for those aged six or below. Thus, sound internal consistency proved evident. Parsons (1987) investigated the locus of control and adaptivebehavior in visually impaired children using all children at a residentialschool who were aged six years, nine months to 19 years, six months. There are several qualifications offered, however,including that: sensory, motor, cognitive, and emotional variables arecompounded by visual loss; physical and environmental stimuli maycontribute to delayed development; given that visual skills are requiredfor performance on standardized instruments, these tools may not validlymeasure the student's skills and abilities. While considerable research has been conducted on the visuallyhandicapped and the correlation between impaired vision and intelligence,much remains to be done. Pieterse, and Frost (1986) investigated the reliability andvalidity of the Ohwaki-Kohs Tactile Block Design Test for the blind using147 "White" children aged 5 through 19. Scholl and Schnur (1975) discussed measures of psychological,vocational, and educational functioning in the blind and visuallyhandicapped, given that an increasing number of professionals (i. The workers recommend that teachers and other professionals beskilled in facilitating developmental skills revolving around independence. (1987, November). Additional findings of this study revealed that some of the basicrequirements were fulfilled relative to test-retest reliability, internalconsistency, and construct validity. Dekker, R., Drenth, P., Zaal, J., & Koole, F. (1992). Following testing, theevaluation report uses factual, inferential, and judgmental statementsregarding performance. (1975, October). Sylyk, J., Arditi, A., Bucci, P., & Laderman, D. Cole, G., Conn, P., Jones, R., Wallace, J., & Moore, V. Developmental Medicine and ChildNeurology 34, pp. Scholl, G., & Schnur, R. The workers recommend that this testbe viewed in a more positive light. Neuropsychological,learning and developmental characteristics of the low vision child. The workers concluded that the ITVIC is a useful tool for thedifferentiation of intelligence among visually impaired children, and thehaptic and verbal tests influence the prediction of school achievementamong these children.- Sylyk, Arditi, Bucci, and Laderman (199 )investigated selfreport infunctional assessment of low vision using 41 subjects aged 15-8 years whoadministered a 57-item questionnaire and who were observed. 398-4 6. (1982, December). Reliability andvalidity of the ohwaki-kohs tactile block design test for the blind.Psychological Reports, 58, (1986), pp. The workers recommendedthat additional research be conducted on clarification of the pattern ofcognitive functioning in albino children. Theresearchers recommended that the findings relevant to the Halstead-ReitanNeuropsychological Battery be replicated. The New Outlook, pp. Dekker, R., & Koole, F. 375-38 . Brand. (199 , February).Selfreport in functional assessment of low vision. 71-76. 65-72. For achievement, there are numerous tests available.For specific neuropsychological concerns, the Halstead-ReitanNeuropsychological Battery and the Luria-Nebraska NeuropsychologicalBattery can be used. The Halstead-ReitanNeuropsychological Battery, the Stephens Piagetian Battery of ReasoningAssessments, and standardized achievement tests were used. 659-665. for the controls. The workers concluded that a combination of hapticand verbal tests are indicated for these children, because this combinationallows for reliable measure in individual differences regarding intellect. The clinical interview is to be conducted, with theexaminer reviewing all previous assessments prior to using psychometrictests. VisualImpairment and Blindness, pp. There are several issues that deserve furtherresearch, including which assessment tools prove most effective inmeasuring intelligence among the population, how modifications toinstruments can be improved to facilitate more reliable and valid data,what developmental variables are negatively influenced by visual impairmentand to what degree, and teaching learning disabled visually impairedstudents. Measures Of psychological,vocational, and educational functioning in the blind and visuallyhandicapped: Introductory remarks. Visually impaired children's visualcharacteristics and intelligence. Evaluating thevisually impaired: Neuropsychological techniques. The following literature review will provide a brief overview ofintelligence and the blind or visually handicapped student. In addition to these, the blind or visually impaired individualmay well experience mobility restrictions in unfamiliar places, unless heor she has a mobility aid (i.e., a sighted individual, a cane, a dog guide,or an electronic aid) that would allow him or her to explore the new ordifferent environment. The resultsrevealed that all coefficients were at least .6 , with 85% being higherthan .75. Parsons, S. (199 , February). (1981, February). Of the variety of tests offered, not all have been normed againstblind or visually handicapped individuals. Swallow (1981) offers a total of 5 assessment instruments that canbe utilized in measuring the intelligence quotient of blind or visuallyimpaired individuals. Daugherty and Moran (1982) investigated the neuropsychological,learning and developmental characteristics of the low vision child using 5 subjects and the case-study method to focus on cognitive, psychomotor,academic and neuropsychological development. Of the findings,results indicated that all characteristics were correlated to the fourspatial tests, and negative correlations with two of the memory tests. To this goal,several topics will be included, such as general guidelines, qualificationsto the use of various assessment procedures and tools, how the visualhandicapping condition can compound many of the developmental variables,and feasibility, reliability and validity of various assessment tools, etc. Journal of VisualImpairment and Blindness, pp. 429-432. 123-133. This will help them enhance their self-responsibility for academic andother life events. From the field: Fifty assessmentinstruments commonly used with blind and partially seeing individuals.Visual Impairment and Blindness, pp. Curricular activities are then determined. 261-267. Dekker, Drenth, and Zaal (1991) investigated the results of theintelligence test for visually impaired children using the ITVIC with 155children aged six to 15 years. While there appearsto be negligible impact on intelligence of the blind or visuallyhandicapped due to their disability, there are areas of functioning whichare resultantly adversely affected. Journal of VisualImpairment & Blindness, pp. Theworkers concluded that residual vision, a later age of onset, and earlyplacement in visual education classes yielded higher scores. Journal ofVisual Impairment & Blindness, pp. Results of theintelligence test for visually impaired children (itvic). Anintelligence test series for blind and low vision children. The total group r was .87. References Brand, H., Pieterse, M., & Frost, M. The theoretical framework is multidisciplinary, with workers usingtheories addressing such issues as intellectual delay due to visualhandicap, how some assessment tools may yield unreliable data, and howprocedure modification may yield unreliable data. The methods used forresearch are varied, ranging from case studies to test-retest. 61-66.----------------------- 1 365-37 . Journal of Visual Impairment and Blindness,PP. Of the findings, the results indicated thatcomprehension, vocabulary and digit span are stable for both groups ofsubjects. The authors recommend that examinersexperiment with combinations of the various assessment instruments. (1987, January). Of thefindings, the results indicated that those children having usable visionwere advantaged relative to haptic-spatial intelligence tests, while thosechildren without usable vision tend to perform better on memory, writing,and technical tests. Dekker and Koole (1992) investigated the relationship between visionand intellect relative to visually impaired children using 155 subjectsaged six to 16 years who administered two near-vision tests, 13 subtests ofthe Intelligence Test for Visually impaired Children, and two othersubtests of the WISC-R and school achievement test. (1987).Cognitive functioning in albino children. The modification of formaltesting procedures mandates that stimulus items and/or response modes bealtered. Price, Mount, and Coles (1967) discuss techniques ofneuropsychological assessment relative to the ways in which some testbatteries are modified to prove appropriate for the visually handicapped.They advance that examiners must select assessment tools that do notrequire visual skills. Daugherty, K., & Moran, M. Further, there are several variables that influencethe degree of development among blind or visually impaired individuals,including whether their condition is congenital or adventitious, the typeof onset, etiology, diagnosis, etc. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.