Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(cortical visual impairment). Showing records 1 – 3 of 3 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Kansas

1. Walker, Corinne Nicole. Intensive Eye Gaze Training for AAC Access: A Case Study.

Degree: MA, Hearing and Speech, 2016, University of Kansas

This was a case study investigating intensive eye gaze intervention for accessing an augmentative and alternative communication device. The participant was an individual with cortical visual impairment and other comorbid disorders who had no formal means of communication. The intervention consisted of two phases, the first phase focused on eye gaze intervention programs/training and the second focused on the use of communication software. The participant developed sufficient eye gaze skills to access an eye gaze device for communication. Advisors/Committee Members: Wegner, Jane (advisor), Brady, Nancy (cmtemember), Brumberg, Jonathan (cmtemember), Gillispie, Matthew (cmtemember).

Subjects/Keywords: Speech therapy; Augmentative and Alternative Communication; Cortical Visual Impairment; Eye gaze access; Multiple disabilities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walker, C. N. (2016). Intensive Eye Gaze Training for AAC Access: A Case Study. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/21909

Chicago Manual of Style (16th Edition):

Walker, Corinne Nicole. “Intensive Eye Gaze Training for AAC Access: A Case Study.” 2016. Masters Thesis, University of Kansas. Accessed October 29, 2020. http://hdl.handle.net/1808/21909.

MLA Handbook (7th Edition):

Walker, Corinne Nicole. “Intensive Eye Gaze Training for AAC Access: A Case Study.” 2016. Web. 29 Oct 2020.

Vancouver:

Walker CN. Intensive Eye Gaze Training for AAC Access: A Case Study. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1808/21909.

Council of Science Editors:

Walker CN. Intensive Eye Gaze Training for AAC Access: A Case Study. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/21909


Penn State University

2. Yorke, April M. The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers.

Degree: 2017, Penn State University

This study investigated the effects of explicit instruction on the acquisition of letter-sound correspondences for children with complex communication needs (CCN) in small groups with peers with intellectual or developmental disabilities. The independent variable was the explicit instruction intervention. Each session consisted of an introduction to the target letter using letter-sound books, practice locating the target letter among four letter-sound cards (i.e., the target letter and three foils), and discrimination practice (beginning with the second targeted letter-sound). Results of the study provide mixed evidence regarding the overall effectiveness of the small group intervention. Of the six initial participants (three children with CCN and intellectual developmental disabilities and three peers who were children with intellectual developmental disabilities), four made progress in learning of letter-sound correspondences. The study was designed as a multiple-baseline across letter-sets design with three replications of the treatment effect for each participant with CCN. Due to time constraints, only three of the six initial participants completed letter-set one and continued to letter-set two. Consequently, experimental control was compromised. On average, participants in the current study required more total instructional time to learn letter-sound correspondences in pairs than in similar studies using similar explicit instruction methods to teach individual children (Benedek Wood, 2010; Caron, 2016). However, as the intervention was provided in pairs, the number of trials provided to each participant was divided between participants. For participants who made progress that can be attributed to the intervention, the current study required a lower average number of trials per letter-sound correspondence than in similar studies (Benedek Wood, 2010; Caron, 2016). Most participants who made progress in the current study required a substantial time investment to acquire the first letter-sound correspondence (i.e., averaging approximately 220 minutes of instruction, ranging from 100 – 320 minutes), but rapidly acquired subsequent letter-sounds—requiring approximately the same amount of time and a substantially lower number of trials than participants in Benedek Wood (2010). This research contributes significantly to the field in that it is the first to identify best practice procedures for small groups and integrate those into literacy intervention for children with CCN. Advisors/Committee Members: Janice C. Light, Dissertation Advisor/Co-Advisor, Janice C. Light, Committee Chair/Co-Chair, Kathryn D.R. Drager, Committee Member, Carol A. Miller, Committee Member, David B. McNaughton, Outside Member.

Subjects/Keywords: complex communication needs; augmentative and alternative communication; autism spectrum disorder; reading; ALL curriculum; explicit instruction; letter-sound correspondences; literacy; intellectual disability; developmental delay; cortical visual impairment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yorke, A. M. (2017). The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13676amg294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yorke, April M. “The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers.” 2017. Thesis, Penn State University. Accessed October 29, 2020. https://submit-etda.libraries.psu.edu/catalog/13676amg294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yorke, April M. “The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers.” 2017. Web. 29 Oct 2020.

Vancouver:

Yorke AM. The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Oct 29]. Available from: https://submit-etda.libraries.psu.edu/catalog/13676amg294.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yorke AM. The Effects of Explicit Instruction in Letter-sound Correspondences with Children with Complex Communication Needs in Pairs with Peers. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/13676amg294

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Newcomb, Sandra. Reliability of The CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment.

Degree: Survey Methodology, 2009, University of Maryland

ABSTRACT Reliability of The CVI Range - A Functional Vision Assessment for Children with Cortical Visual Impairment Children identified as visually impaired under the Individuals with Disabilities Education Act (IDEA) need to have a functional vision assessment to determine how the visual impairment affects educational performance. Most current functional vision assessments have been based on the needs of children with ocular visual impairments (children with damage to the eye structures). Children with visual impairment due to brain damage, or cortical visual impairment (CVI), have unique vision characteristics that are often different from children with ocular visual impairments. Given this situation, Roman-Lantzy (2007) developed The CVI Range for conducting a functional vision assessment of children with CVI. The purpose of this study was to examine the reliability of The CVI Range. In this study, 104 children were assessed with The CVI Range. Twenty-seven children were tested by two examiners to determine inter-rater reliability; 20 children were tested on two occasions to determine the test-retest reliability; and 57 children were tested one time by a single examiner. The CVI Range had an internal consistency measure or alpha of .96. The inter-rater reliability coefficient was .98 and the test-retest reliability coefficient was .99. In addition, the CVI Range has two sections that are scored differently and the scores from the two sections were compared to determine if they provided similar scores and therefore similar implications for intervention. Kappa, or the index of agreement, for the two parts of the assessment was .88. Results of this study indicated that The CVI Range is a reliable instrument. Future research needs to focus on training needs related to administration of The CVI Range as well as training of the many professionals that serve children with CVI. Research is also needed to determine appropriate and effective interventions for children with CVI. The CVI Range can be used to document progress and therefore determine the effectiveness of interventions and further knowledge in the field of evidence-based practices that are appropriate for children with CVI. Advisors/Committee Members: Beckman, Paula (advisor).

Subjects/Keywords: Education, Special; brain injury; cortical visual impairment; disability; functional vision assessment; vision assessment; vision impairment

…47 Outcomes for Children with Cortical Visual Impairment… …51 Intervention Studies of Children with Cortical Visual Impairment… …visual impairment and cortical visual impairment. Ocular visual impairment involves conditions… …information. With cortical visual impairment (CVI) the eye structures are healthy but the… …visual impairment, or they can have co-existing ocular and cortical visual impairment (… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Newcomb, S. (2009). Reliability of The CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/9123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newcomb, Sandra. “Reliability of The CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment.” 2009. Thesis, University of Maryland. Accessed October 29, 2020. http://hdl.handle.net/1903/9123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newcomb, Sandra. “Reliability of The CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment.” 2009. Web. 29 Oct 2020.

Vancouver:

Newcomb S. Reliability of The CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment. [Internet] [Thesis]. University of Maryland; 2009. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1903/9123.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newcomb S. Reliability of The CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment. [Thesis]. University of Maryland; 2009. Available from: http://hdl.handle.net/1903/9123

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.