Familiarity, Use and Perceived Effectiveness of Evidence Based Practices Among Teachers of Students with Visual Impairment and other Comorbid Conditions

Kristi M Probst,Lydia Kyei Blankson

doi:10.4172/2469-9837.1000195

Abstract

Students who have comorbid conditions, diagnosis of Visual Impairment (VI) coupled with other disabilities have specific areas of need of which teachers who only have experience with the visually impaired (TVIs) are expected to identify and address. As such TVIs in a Midwestern state (N=56) completed a survey which asked them to report their level of familiarity, use, and perceived effectiveness of Evidence-Based Practices (EBPs) in their classrooms. Results show much incongruity in the familiarity, use, and perceived effectiveness of EBPs by TVIs. The data indicates that TVIs may need more resources and consistent training in practices that go beyond what they know in order to meet the needs of all students in their classrooms.

Highlights

Introduction and Statement of the ProblemInteraction and communication are foundational skills necessary for individuals across the globe
Li promoted strategies based on Applied Behavior Analysis (ABA), as much of the literature on Evidence-Based Practices (EBPs) for learners with ASD is represented by such practices (National Professional Development Center on Autism Spectrum Disorder (NPDC) [6]
Fifty-six the visually impaired (TVIs) from a Midwestern state who were currently employed participated in the study by completing the online survey

Summary

Introduction

Interaction and communication are foundational skills necessary for individuals across the globe. When individuals fail to develop the skills necessary to interact with others, they fail to learn and make progress without specialized supports [1]. Students who exhibit delays in interaction and communication and require teachers support are students with visual impairments (VI) and comorbid conditions such as Autism Spectrum Disorder (ASD) with these groups of students, teachers provide support in the form of evidence-based practices (EBP). Li promoted strategies based on Applied Behavior Analysis (ABA), as much of the literature on EBPs for learners with ASD is represented by such practices (National Professional Development Center on Autism Spectrum Disorder (NPDC) [6]. Many of the identified interventions among these reviews incorporated components of EBPs (e.g., prompting, reinforcement, etc.) from the field of ASD (NPDC in 2014) [6]

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Discussion

Conclusion