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Introduction: Little is known about the effects of specific behavioral strategies to reduce stereotypy and self-injury for learners with sensory impairments and additional disabilities. Method: A single-subject, multi-treatment withdrawal design was used to test the isolated and combined effects of physical prompting to engage in object manipulation of preferred items, contingent reinforcement, and response blocking on target hand-related stereotypy and object manipulation for one 9-year-old boy with deafblindness and additional disabilities. Results: A functional relation was observed to show that hand-related stereotypy decreased due to prompting and reinforcement of object manipulation. Adding response blocking had inconsistent positive effects on stereotypy, and a functional relation was not observed. Prompting alone did not appear to increase object manipulation until contingent reinforcement was added, and response blocking did not appear to have an additive effect to increase object manipulation. Discussion: Results contradict findings of the replicated study and indicate need for further research, including research carried out in natural environments. Implications for Practitioners: Practitioners can use this research to justify the application of differential reinforcement of incompatible behavior using functional activities that result in meaningful reinforcement for students. [ABSTRACT FROM AUTHOR]

Introduction: This research followed the lead of an initial validation study and responded to the call from the state education agency--endorsed Service Intensity Subcommittee of the Texas Action Committee for the Education of Students with Visual Impairments to conduct a larger scale validation study on the Visual Impairment Scale of Service Intensity of Texas (VISSIT). Methods: The authors collected survey data from 77 respondents using a mixedmethods survey research design. These data were used to determine the VISSIT's validity and reliability. Participants represented urban, suburban, and rural geographic regions across 20 U.S. states. Results: The results of the national study showed that the VISSIT has social validity, which was supported by both ease of use and acceptability of the tool. The VISSIT's consequential and content validity were also supported by the data collected. The internal consistency reliability showed reliability for the VISSIT with a Cronbach's alpha calculated as being .935. Based on the results presented here, in which the social, consequential, and content validity of the VISSIT have been confirmed, it can also be confidently asserted that the VISSIT is construct valid. Discussion: The findings of this national study indicate an overall positive response to the usability and understandability of the VISSIT. Participants used the tool to provide quantifiable documentation to identify accurate student need for service across all expanded core curriculum areas as well as to provide administrators and families with research-based data to justify service type and time. Implications for practitioners: Respondents in the national study saw the VISSIT as an effective way to take student evaluation data and convert those results into a measurable recommendation for service type and intensity. The VISSIT helps a teacher of students with visual impairments to document how much time is needed for both direct and collaborative consultation services, as appropriate for each individual student. [ABSTRACT FROM AUTHOR]

Introduction: This study investigated the perceptions and practices of teachers of students with visual impairments in Canada and the United States regarding graphics (both tactile and print) that are used by students with visual impairments. Questions focused on quality, importance, and instruction in the use of graphics. Methods: An electronic survey was disseminated. Results were summarized by percentage, based on the number of respondents who answered each question. Parallel questions that compared responses for tactile versus print graphics were statistically compared using the Wilcoxon signed-rank test, and effect sizes were computed. Results: In general, teachers valued the use of graphics and the need to provide instruction. Significant differences were found in how teachers answered tactile and print graphic questions. Fewer than 50% of the respondents felt that graphics were appropriately adapted on large-scale assessments, that there was sufficient instruction in the use of graphics in mainstream classrooms, or that there was an adequate amount of instructional time to teach the use of graphics. Discussion: Findings highlighted a need to gain insight into effective teaching strategies that help students gather information from both tactile and print graphics. Attention to students with low vision using print graphics needs to be part of future investigations. Implications for practitioners: Advocacy for sufficient instruction time for graphics and continued monitoring of the quality and effectiveness of graphics in educational materials are important. Providing feedback to material producers can help to support quality. Increasing student independence and exposure to graphics could support the effective use of graphics on assessments. [ABSTRACT FROM AUTHOR]

Introduction: This article reports on a study of 196 teachers who shared their experiences and opinions related to how they were taught to use the Cranmer abacus. Methods: In February and March 2012, the participants completed an online survey to gather information about their preparation in using and beliefs about computation with the Cranmer abacus. Results: The participants resided in both the United States and Canada and had various years of experience. The majority (n112) reported learning computation with an abacus in their personnel preparation programs. The participants rated their level of agreement with belief statements. Statements with the highest level of agreement included one that indicated that when sighted individuals use pencil and paper for computation, an individual with a visual impairment should be allowed to use an abacus, and another that an abacus is an accessible and inexpensive tool. Discussion: The self-report data from 196 participants indicated that computation with an abacus is taught in university programs, although there is variability in what computational skills are taught and what methods are used. There was a higher level of agreement with statements that implied the positive attributes of using an abacus for computation than with those that implied negative attributes (for example, the abacus is obsolete). Implications for practitioners: University preparation programs are continuing to teach some level of abacus computation skills to their students. It is not clear if the level of instruction is adequate. Further studies are warranted that examine what pre- and in-service teachers of students with visual impairments are learning and how they are learning in their university preparation programs and through other methods. [ABSTRACT FROM AUTHOR]

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 mixedmethodtriangulation 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, 87teachers of students with visual impairments, 26 administrators, and six students. Of these participants, the initial overall response rates were 21 of107 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. [ABSTRACT FROM AUTHOR]

The study compared the level of satisfaction of 101 graduates with a distance education versus an on-campus program. Methods: A self-administered anonymous survey was used to gather information about satisfaction from the recent graduates of a university personnel preparation program in visual impairments (response rate = 57.7%). The survey measured graduates' satisfaction with their programs in six subareas: (1) faculty-student interaction, (2) student-student interaction, (3) fairness of evaluations, (4) organization of courses, (5) adequacy of the difficulty of courses, and (6) practicum or internship experience. Results: The program modality was not a significant predictor of overall satisfaction with a program once we controlled for the confounding variables, including age, program area, and presence of visual impairments (-.277 -.226, 95% CI). However, it was a significant independent predictor of faculty-student interaction (.616 - .012, 95% CI) and student-student interaction (-.875 - -.073, 95% CI). Discussion: There was no significant difference in the two groups of graduates' overall satisfaction with the program, but although the findings are preliminary in nature, the graduates from the on-campus program indicated a higher level of faculty-student and student-student interactions. Implications for practitioners: Given the findings of this study, prospective students who are interested in university personnel preparation programs in visual impairments may consider distance education programs an option that may satisfy them. Similarly, these programs may consider continuing their distance education programs as a satisfactory option for many students. However, the lower level of faculty-student and student-student interactions perceived by the distance education graduates may suggest a need to ensure a mechanism that facilitates such interactions more effectively. [ABSTRACT FROM AUTHOR]

Introduction: This study examined the everyday work of eight teachers of students with visual impairments at governmental primary and secondary schools in Queensland, Australia. The small-scale study aimed to capture the scope and complexity of the activities of these teachers and the regular challenges they face in their expected everyday roles. Methods: Telephone interviews were used to collect descriptive data from the teachers. A direct field-sampling procedure was used across the governmental schools to recruit qualified and specialist teachers who met prespecified criteria, most of whom lived in Brisbane, Queensland's capital city. The content of the interviews was generated from two sequenced activities with a different group of experienced teachers of students with visual impairments. Results: The teachers carried out complex and demanding duties as part of their everyday roles. These duties were consistent with those performed by their counterparts around the world. The most frequently performed and most important activities including providing direct support to students, advocating for students' needs, and collaborating across school and community contexts. The identified challenges were linked primarily to the lack of time to undertake important activities. Discussion: Three important and interconnected findings can be drawn from the results: role complexity, time and collaboration, and the importance of the expanded core curriculum. Implications for Practitioners: The findings provide an initial snapshot of the changing role reported by the teachers. Thus, these data offer a beginning point for future probes into the workplace knowledge and skills required by teachers of students with visual impairments. [ABSTRACT FROM AUTHOR]