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Executive Function and Behavioral Problems in Students with Visual Impairments at Mainstream and Special Schools

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Title: Executive Function and Behavioral Problems in Students with Visual Impairments at Mainstream and Special Schools
Language: English
Authors: Heyl, Vera, Hintermair, Manfr
Source: Journal of Visual Impairment & Blindness. Jul-Aug 2015 109(4):251-263.
Availability: American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Peer Reviewed: Y
Page Count: 13
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Visual Impairments, Mainstreaming, Special Schools, Executive Function, Behavior Problems, Partial Vision, Blindness, Disabilities, Regression (Statistics), Visually Impaired Mobility, Child Behavior, Questionnaires, Screening Tests, Foreign Countries, Children, Adolescents, Statistical Analysis, Correlation, Multiple Regression Analysis, Comparative Analysis, Special Education Teachers
Geographic Terms: Germany, United States
Assessment and Survey Identifiers: Strengths and Difficulties Questionnaire
ISSN: 0145-482X
Abstract: Introduction: In this study, executive function of school-aged children with visual impairments (that is, those who are blind or have low vision) is examined in the context of behavioral problems and communicative competence. Methods: Teachers assessed the executive function of a sample of 226 visually impaired students from mainstream schools and schools for students who are visually impaired, using a German version of the Behavior Rating Inventory of Executive Function (BRIEF-D) and a questionnaire measuring communicative competence and behavioral problems (German version of the Strengths and Difficulties Questionnaire; SDQ-D). Results: The results showed highly significant differences in all domains of executive function: the visually impaired students consistently scored more poorly compared to a normative sample of sighted children, even when visually impaired students with additional disabilities were not taken into account. A regression analysis revealed the significance of executive function for behavioral problems among students with visual impairments. Discussion: The findings demonstrate that a wide range of executive function domains that are significant for socioemotional development are not sufficiently developed in many visually impaired students. This lack of development seems to be particularly true for students who attend special schools. Implications for Practitioners: In educational concepts for visually impaired students, a specific and early focus on competencies such as attention shifting and emotional understanding seems to be necessary, especially in the context of inclusion. Moreover, reinforcing communicative competence might also enhance the development of executive function and help to reduce behavioral problems.
Abstractor: As Provided
Number of References: 28
Entry Date: 2016
Accession Number: EJ1114483
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Executive Function and Behavioral Problems in Students with Visual Impairments at Mainstream and Special Schools
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Visual+Impairment+%26+Blindness%22"><i>Journal of Visual Impairment & Blindness</i></searchLink>. Jul-Aug 2015 109(4):251-263.
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  Data: American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
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  Data: 13
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  Data: Introduction: In this study, executive function of school-aged children with visual impairments (that is, those who are blind or have low vision) is examined in the context of behavioral problems and communicative competence. Methods: Teachers assessed the executive function of a sample of 226 visually impaired students from mainstream schools and schools for students who are visually impaired, using a German version of the Behavior Rating Inventory of Executive Function (BRIEF-D) and a questionnaire measuring communicative competence and behavioral problems (German version of the Strengths and Difficulties Questionnaire; SDQ-D). Results: The results showed highly significant differences in all domains of executive function: the visually impaired students consistently scored more poorly compared to a normative sample of sighted children, even when visually impaired students with additional disabilities were not taken into account. A regression analysis revealed the significance of executive function for behavioral problems among students with visual impairments. Discussion: The findings demonstrate that a wide range of executive function domains that are significant for socioemotional development are not sufficiently developed in many visually impaired students. This lack of development seems to be particularly true for students who attend special schools. Implications for Practitioners: In educational concepts for visually impaired students, a specific and early focus on competencies such as attention shifting and emotional understanding seems to be necessary, especially in the context of inclusion. Moreover, reinforcing communicative competence might also enhance the development of executive function and help to reduce behavioral problems.
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  Data: EJ1114483
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 251
    Subjects:
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Partial Vision
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Visually Impaired Mobility
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Screening Tests
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Children
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      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Multiple Regression Analysis
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Germany
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      – SubjectFull: United States
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      – SubjectFull: Strengths and Difficulties Questionnaire
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      – TitleFull: Executive Function and Behavioral Problems in Students with Visual Impairments at Mainstream and Special Schools
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              Type: published
              Y: 2015
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