Search

Background/Objectives: The measurement of axial length (AL) is important to monitor the success of interventions to slow childhood myopia, but traditional biometers are expensive for clinicians to acquire. To address this, Oculus has developed the Myopia Master (MM), which measures auto-refraction (AR), corneal curvature (CC) and AL. This study compared inter-instrument and inter-examiner measures on the MM, IOL Master 700 (Carl Zeiss Meditec, Jena, Germany) and NVisionK-5001 (Shin-Nippon, Tokyo, Japan) in myopic children. Methods: Fifty-six myopic children participated (mean age 11.93 ± 1.93 years). A first examiner obtained the following under cycloplegia: (i) AR using the NVisionK, (ii) AL and CC using the IOL Master 700 and (iii) AR, AL and CC using the MM. The latter measures were repeated by a second examiner to assess inter-examiner agreement of the MM. Mean differences (MD) and 95% limits of agreement (LoA) were calculated. Spherical equivalent refraction (SER) was calculated using AR values. Acceptable LoA for AL, SER and CC were defined as ±0.05 mm, ±0.40 D and ±0.06 mm, respectively. Results: Inter-instrument LoA between the MM and IOL Master 700 for AL and CC were acceptable (MD 0.02 mm; 95%LoA −0.02 to 0.06 mm and MD 0.025 mm, 95% LoA −0.03 to 0.08 mm, respectively). SER measures between the NVisionK-5001 and MM were not acceptable (MD −0.44 D, 95% LoA −0.91 to 0.03 D). SER values were, on average, 0.44 D more negative when using the MM. Inter-examiner measures on the MM were all acceptable (AL MD 0.00 mm; 95% LoA −0.04 to 0.04 mm; SER MD −0.01 D; 95% LoA −0.33 to 0.32 D; CC MD 0.01 mm; 95% LoA −0.03 to 0.05 mm). Conclusions: The MM demonstrated excellent inter-examiner repeatability. Inter-instrument agreement between the MM and IOL Master 700 for the AL and CC measures showed excellent agreement. The MM over-estimated myopia SER compared with the NVisionK-5001. [ABSTRACT FROM AUTHOR]

Purpose: The Predicting Myopia Onset and progression (PreMO) risk indicator, developed using data generated from white children in the UK, incorporates age, spherical equivalent refraction (SER), axial length (AL) and parental myopia to stratify the likelihood of developing myopia. This study evaluated the PreMO's predictive accuracy using prospective datasets from independent samples of children in Hong Kong (HK) and an ethnically diverse cohort of children in the United Kingdom. Methods: Non‐myopic children (SER > –0.50 D) aged 6–8 and 9–10 years were scored using the PreMO risk indicator framework, integrating baseline cycloplegic SER, AL and parental myopia data. Scores were assigned risk categories as follows: 0 = no risk, 1–3 = low risk, 4–6 = moderate risk and 7–9 = high risk. SER at ≥15 years of age was used to define refractive outcomes as 'myopic' or 'not myopic'. PreMO's predictive accuracy was analysed via Receiver Operator Characteristic curves, with Youden's J‐Index identifying the optimal risk score threshold. Sensitivity, specificity and area under the curve were determined and compared with those of singular predictors, that is, SER < +0.75 D and AL ≥ 23.07 mm at 6–8 years. Results: In the cohort of children aged 6–8 years, a PreMO risk score ≥ 4 exhibited high sensitivity in predicting myopia onset in UK (0.97) and HK (0.94) children, with high specificity in UK (0.96) and moderate specificity in HK (0.64) children. In UK children aged 6–8 years, the PreMO outperformed singular predictors such as SER and AL. Among HK children aged 9–10 years, the PreMO score maintained high sensitivity (0.90) and moderate specificity (0.72). Conclusions: A PreMO risk score ≥ 4 is a strong predictive indicator for future myopia onset, particularly in UK children. Despite high sensitivity in both UK and HK cohorts, specificity varied, indicating the need for contextual application of the tool, particularly in pre‐myopic Asian children. [ABSTRACT FROM AUTHOR]

Background: Children with identified special educational needs are at higher risk than other children of having visual needs that are not adequately met. This paper evaluates the impact of addressing the visual needs of these children on behaviour and academic achievements in a number of case studies. Method: Nine children (4-11 years of age, from four classrooms), who attended a special school in a medium-sized town in the UK, took part in the case studies reported here. The children were part of the Special Education Eyecare (SEE) Project. Six of the children were selected because they had unmet visual needs at baseline and required bespoke interventions to meet these needs; the other three children were selected because their visual needs had been met prior to the study and no further adjustments were needed. Repeated direct observations were conducted to assess the impact of the intervention on the children's behaviour in the classroom. The observer was "blind" with regard to the visual needs of the participants. Parents and teachers completed the Strength and Difficulties Questionnaire (SDQ) for each child, before and after the intervention. School files were analysed to assess effects on academic achievement. Findings: Subsequent to the implementation of bespoke visual adjustments, for example prescription of spectacles or changed seating in classroom, significant and sustained changes were observed with regard to the children's behaviour (i.e., increased engagement with peers and/or teachers and decreased off-task behaviour). Strength and Difficulties Questionnaire scores showed improvements regarding total difficulties, emotional difficulties, hyperactivity and prosocial (kind and helpful) behaviour. Due to highly variable data in school files, the effects on academic achievement were inconclusive. Discussion: The case studies reported here explored changes in behaviour of children with identified special educational needs after their visual needs were met. Findings show a positive overall effect on the behaviour of these children.

The role of the classroom assistant (CA) is considered pivotal in inclusive provision for pupils with additional needs. CAs' support of pupils who have a visual impairment (VI) is greatly underreported in the literature. Scaffolding theory was applied to investigate the role of CAs in supporting pupils who have a VI in mainstream schools in Northern Ireland, UK. Focus groups were conducted with 18 CAs who were embarking on an accredited VI-focused professional development programme. Findings revealed the majority of assistants had received no formal training to work with these pupils although they provided support in a wide range of ways to ensure their educational, social and physical inclusion in school. Although positive aspects of their contribution were described in inclusive terms, challenges were identified that mainly impacted on the participatory options of pupils with VI. Most prominently, minimal access to professional development engendered uncertainty that pupils were being appropriately and effectively supported. Viewed through the lens of scaffolding theory, CAs occupy a predominantly supporting role, with paucity in upskilling opportunities and hierarchical structures limiting further professional progression. More strategic consideration of the CA role could contribute to greater equity of access to education for children with VI. [ABSTRACT FROM AUTHOR]

We conducted three experiments to reproduce and extend Perone and Courtney's (1992) study of pausing at the beginning of fixed-ratio schedules. In a multiple schedule with unequal amounts of food across two components, they found that pigeons paused longest in the component associated with the smaller amount of food (the lean component), but only when it was preceded by the rich component. In our studies, adults with mild intellectual disabilities responded on a touch-sensitive computer monitor to produce money. In Experiment 1, the multiple-schedule components differed in both response requirement and reinforcer magnitude (i.e., the rich component required fewer responses and produced more money than the lean component.) Effects shown with pigeons were reproduced in all 7 participants. In Experiment 2, we removed the stimuli that signaled the two schedule components, and participants' extended pausing was eliminated. In Experiment 3, to assess sensitivity to reinforcer magnitude versus fixed-ratio size, we presented conditions with equal ratio sizes but disparate magnitudes and conditions with equal magnitudes but disparate ratio sizes. Sensitivity to these manipulations was idiosyncratic. The present experiments obtained schedule control in verbally competent human participants and, despite procedural differences, we reproduced findings with animal participants. We showed that pausing is jointly determined by past conditions of reinforcement and stimuli correlated with upcoming conditions. (Contains 6 figures and 4 tables.)

We taught three children with visual impairments to make tactile discriminations of the braille alphabet within a matching-to-sample format. That is, we presented participants with a braille character as a sample stimulus, and they selected the matching stimulus from a three-comparison array. In order to minimize participant errors, we initially arranged braille characters into training sets in which there was a maximum difference in the number of dots comprising the target and nontarget comparison stimuli. As participants mastered these discriminations, we increased the similarity between target and nontarget comparisons (i.e., an approximation of stimulus fading). All three participants' accuracy systematically increased following the introduction of this identity-matching procedure.

Anomalous visual processing has been described in individuals with autism spectrum disorder (ASD) but relatively few studies have profiled visual acuity (VA) in this population. The present study describes presenting VA in children with ASD (n = 113) compared to typically developing controls (n = 206) and best corrected visual acuity (BCVA) in a sub-group of children with ASD (n = 29). There was no statistically significant difference in presenting VA between groups (z = -1.75, p = 0.08); ASD group median VA (interquartile range, IQR) -0.05 logMAR (IQR: -0.125 to 0.025 logMAR) and typically developing control group -0.075 logMAR (IQR: -0.150 to -0.025 logMAR). Median BCVA was -0.175 logMAR (IQR: -0.200 to -0.125 logMAR) for the ASD sub-group. Clinicians should not anticipate reduced VA when assessing children with ASD.

Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today's increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored.

Three prereading children who named 0 to 3 of 20 targeted letters were taught to select the 20 printed letters when they heard spoken letter names. For all participants, letter-identification training resulted in naming for the majority of letters.

Two men with intellectual disabilities initially demonstrated intermediate accuracy in two-choice matching-to-sample (MTS) procedures. A printed-letter identity MTS procedure was used with 1 participant, and a spoken-to-printed-word MTS procedure was used with the other participant. Errors decreased substantially under a delayed-sample procedure, in which the choice stimuli were presented first and the sample was presented only after 5 s without a response to the choice stimuli. (Contains 1 figure.)

In this study we asked whether measures of phonological awareness and rapid naming were correlated with single-word reading skills of 30 adults with mild mental retardation. We presented four tests of phonological awareness (for rime, first, middle, and end-sound categorization), two rapid-naming tests (pictures and letters), and the Woodcock Word-Identification and Word-Attack subtests. All four phonological-awareness measures and both rapid-naming measures were significantly correlated with both word-attack and word-identification skills. This outcome is consistent with findings from typically developing children, suggesting that instruction in phonological awareness would facilitate the acquisition of word-attack skills in individuals with mental retardation.

This article assesses the state of the literature on word-attack skills and phonological awareness (PA) in individuals with mental retardation, in light of progress towards the development of effective teaching procedures. The literature contains promising findings. Studies have shown PA to be correlated with word-attack skills in individuals with mental retardation, as has been shown conclusively in typically developing children. This suggests that instruction in PA would facilitate the acquisition of word-attack skills in individuals with mental retardation, as it does with typically developing children. As of yet, however, very few experimental studies designed to demonstrate effective teaching procedures for PA and word-attack skills have been published. This research field might evolve most effectively and efficiently by following a two-step research program. First, test new teaching procedures in a series of small-N studies, each study incorporating modifications of teaching procedures based on the results of the previous study. Once procedures prove effective at this level, the resources necessary to pursue large-scale studies can be used to their best advantage.

Two experiments compared delayed matching-to-sample (DMTS) accuracy under 2 procedures in adults with mental retardation. In the trial-unique procedure, every trial in a session contained different stimuli. Thus, comparison stimuli that were correct on one trial were never incorrect on other trials in that session (or vice versa). In the 2-sample DMTS procedure, the same 2 comparison stimuli were presented on each trial, and their function changed quasi-randomly across trials conditional upon the sample stimulus. Across 2 experiments, 7 of 8 subjects showed the highest overall accuracy under the trial-unique procedure, and no subject showed consistently higher accuracy under the 2-sample procedure. Negative, exponential decay functions fit to logit p values showed that this difference was due largely to the steeper delay-mediated decline in sample control for the 2-sample procedure. Stimulus-control analyses indicated that, under the 2-sample procedure, the selection of the comparison stimulus on Trial N was often controlled by the comparison stimulus selection on Trial N-1 rather than the Trial-N sample stimulus. This source of competing stimulus control is not present in trial-unique procedures. Experiment 2 manipulated intertrial interval duration. There was a small but consistent increase in accuracy as a function of intertrial interval duration under the 2-sample procedure, but not under the trial-unique procedure. (Contains 7 tables and 7 figures.)

Derived conditional discrimination was evaluated in 2 men with mental retardation whose language was limited to gestural requests. In each conditional-discrimination task, sample stimuli were arbitrary visual forms and comparison stimuli were black squares presented in 2 of the 4 corners of a computer screen. Subjects learned to select 1 position (P1) in the presence of 2 different samples (A1 and B1), and to select a different position (P2) in the presence of another 2 samples (A2 and B2). Next, new position responses (P3 and P4) were taught in the presence of A1 and A2, respectively. Tests then showed that the B1 and B2 sample stimuli controlled selection of P3 and P4, respectively. The data for 1 subject provided strong evidence for derived conditional responding, while the data for the other were suggestive. This is 1 of a very few studies of derived conditional discrimination in individuals without naming skills. (Contains 2 tables and 2 figures.)

Using an identify matching-to-sample procedure, three typical prereaders who matched individual letters with high accuracy did not show high accuracy in matching three-letter printed words that differed only in the first letter. Teachers cautioned against assuming the children who can discriminate between individual letters can also discriminate between different words. (Contains three references.) (Author/CR)

Three kindergarten children learned to select printed consonant-vowel-consonant words upon hearing the corresponding spoken words. The words were taught in six sets. Within sets, the four words that were taught had overlapping letters. Two children demonstrated recombinative generalization after one training set and the third demonstrated it after two sets. (Contains references.) (Author/CR)

Two studies compared performance on conditional and trial-unique delayed identity matching-to-sample procedures with five subjects having moderate to severe mental retardation and four subjects with mild mental retardation. Across the studies, six of nine subjects showed lower delayed-matching accuracy when fewer rather than more stimuli were included in a session. (Author/DB)

A study of 17 adults with mental ages between 2-4 years examined whether they could show accurate identity matching-to-sample when provided with minimal instructional programming. Eight participants showed highly accurate matching. Of the eight who failed and were available for further study, five ultimately demonstrated highly accurate matching. (Author/CR)

The effectiveness of training procedures which used visual-visual arbitrary matching, blocked-trial matching-to-sample, and successive discrimination training to teach visual-visual discrimination of two-dimensional forms was evaluated with two men having severe mental retardation. Results indicated that the procedures did establish conditional matching of identical, two-dimensional stimuli in both subjects. (DB)

Stereotypical behavior maintained by automatic reinforcement often does not result in harm but may be undesirable in some situations. In the current investigation, participants were 2 individuals who engaged in nonharmful stereotypical responses shown in an analogue functional analysis to be insensitive to social contingencies. After bringing these responses under stimulus control using differential punishment, both participants learned a mand to terminate punishment for stereotypy. We also assessed whether the mand could be brought under stimulus control. Key words: developmental disabilities, differential reinforcement, function-based intervention, punishment, stereotypy, stimulus control doi: 10.1901/jaba.2010.43-333