Teaching Social Skills to Children and Adolescents with Visual Impairments : A Systematic Review
IPC
- Caron, Valérie ORCID University of Fribourg - Department of special education
- Barras, Alessio ORCID University of Fribourg - Department of special education
- van Nispen, Ruth M.A. ORCID Department of Ophthalmology, Amsterdam Public Health research institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Ruffieux, Nicolas ORCID University of Fribourg - Department of special education
- 2023
Published in:
- Journal of Visual Impairment & Blindness. - SAGE Publications. - 2023, vol. 117, no. 2, p. 128-147
visual impairment
blindness
social competence
social skills training
children
adolescents
intervention
systematic review
English
Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience dif culties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientic quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397
children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions.“Peer relation” interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scienti c quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills dif culties reported in this population and the effect of these dif culties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention pro-
grams. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.
children and adolescents with visual impairments (aged 3–20 years) received different types of social skills interventions.“Peer relation” interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scienti c quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills dif culties reported in this population and the effect of these dif culties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention pro-
grams. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.
- Faculty
- Faculté des sciences de l'éducation et de la formation
- Department
- Département de pédagogie spécialisée
- Language
-
- English
- License
-
CC BY-NC
- Open access status
- hybrid
- Identifiers
-
- DOI 10.1177/0145482X231167150
- ISSN 0145-482X
- Persistent URL
- https://folia.unifr.ch/unifr/documents/334788
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