Abstract The notion that dog-human interactions have the potential to mitigate impacts concerning the delay of typical development of social skills in humans is a novel concept. Research evidence concerning three aspects of social-cognition: sensory perception of social-cues, theory of mind and learning social-schemas, were reviewed with the scope to explore this notion. Literature from two different fields of research inquiry: animal-behaviour and neuroscience, was evaluated. Emerging from the animal-behavioural studies’ review was that aspects of dog behaviour could be a functional analogue of human behaviour (e.g. perception of social-cues). Neuroscience research theories concerning the functional role of the mirror neuron system in social-cognition in humans were evaluated against evidence from animal-behavioural studies investigating the relationship between dogs and children with socio-communicative developmental delays (e.g. vision impairment, Autism). It emerged that both fields of research suggested that through “embodied simulations” an alternative (e.g. to language and/or vision) approach to acquiring knowledge concerning the world of social interactions may be possible for individuals who present with developmental delays of social-competence. Within this context it is suggested that dog-human interactions may provide learning opportunities for development of social-competence in individuals with vision impairment. Implications for practice for the disability sector and specific examples for professionals who work with individuals who have vision impairment and assistance/therapy dogs are discussed.
Abstract Background: MP-1 microperimeter (NIDEK Technologies) is equipped with a visual rehabilitation tool used until now to rehabilitate patients with low visual acuity. Because the patterned stimulation might activate surviving neurons in areas of residual vision, in our work we want to verify the possibility to rehabilitate patients with visual field defects and foveal sparing, to obtain vision restoration and visual field enlargement. Methods: Ten consecutive patients (7 females, 3 males; median age of 42.3 ± 11.63 years) with homonymous visual field defect resulting from lesions of the central visual pathways and foveal sparing were enrolled for visual rehabilitation with MP-1 microperimeter (NIDEK Technologies). Subjects underwent an ophthalmic evaluation at baseline, after rehabilitative pathway performed by flickering pattern and at 3 months of follow-up. Outcomes measured included visual field exams and microperimetries. Results: Compared with the baseline time point, all patients showed a statistically significant reduction of the scotoma points and visual field Mean Deviation and a statistically significant increasing of the mean retinal sensitivity. All results showed a major statistical significance after 3 months since the end of the visual stimulation. Conclusions: The MP1 pattern stimulation is a valid method to perform a behavioral training and rehabilitate patients with visual field defects following lesions of the central visual pathways.
Abstract Detection of vehicles is a critical skill for students learning to cross streets. Some people with visual impairments who can see approaching vehicles well while attending for them may have difficulty doing so when looking from side to side to check for sufficient clearance to cross. People with severely restricted visual fields may miss seeing vehicles that are very close to them unless they scan sufficiently slowly, and people with severe visual acuity loss may miss seeing vehicles that are approaching from a distance unless they hold their gaze long enough to detect movement. This article describes in an orderly presentation a training procedure previously presented only in workshops and on websites, and expounds on the possible vision science to describe the problems. The authors put forward a method for horizontal lateral scanning for vehicles at uncontrolled crossings that will increase accessibility of the method to instructors worldwide. The training involves having students face a street and practice turning to look for approaching vehicles, then employing an instructor-led feedback loop, correcting themselves and improving performance. The instructional goal is for students to consistently successfully scan for vehicles that are most challenging for them to detect.
Abstract Background: This study examined how students enrolled in a university orientation and mobility personnel preparation program in the Southwestern part of the United States perceived their competency levels regarding their knowledge of orientation and mobility principles and applications. This graduate master’s degree or certification program includes students with various backgrounds (e.g., special education teachers, social workers, general education teachers). Method: To enter this Orientation and Mobility program perspective students must hold an undergraduate degree with a Grade Point Average of 3.0 on a 1-4 scale, and submittal of a resume, a personal statement, and transcripts from previous college/university coursework. These materials are then reviewed, and perspective students are accepted or rejected into the university’s Orientation and Mobility Program. The Orientation and Mobility Program consists of nine 3-hour semester courses. The internship course is the last course in their program of study for a certificate. To pursue a master’s degree students, complete an additional nine credit hours in special education. Most of the students maintain fulltime employment while completing their coursework. Using a self-evaluation form that included competency criteria provided by the Academy for the Certification of Vision Rehabilitation and Education Professionals, 74 orientation and mobility interns at the university evaluated their capabilities and proficiencies before they began and after they completed their internship. Results: Before beginning the internship, the participants, on average, considered themselves to be moderately or somewhat proficient in all 13 orientation and mobility competencies (M = 3.25– 3.53, SD = 0.62–0.94). After completing the internship, the participants, on average, reported feeling significantly more proficient (p < .001) in each of these 13 orientation and mobility competencies (M = 4.13–4.49, SD = 0.49–0.66). Significance: This study represents an initial attempt to examine interns’ perceptions of their proficiency levels vis-à-vis orientation and mobility competencies before beginning and after completion of the internship. Future research could examine the relationship between the interns perceived mastery of competencies and the actual mastery of these competencies.
Abstract Purpose: To test the usability of eye tracking and virtual reality during vision rehabilitation training of hemianopia patients. Methods: Individuals with hemianopia (n = 13) and normal-sighted controls (n = 4) performed various exercises that are commonly used in vision rehabilitation for mobility, while wearing a head-mounted eye tracker or a head-mounted virtual reality (VR) display. Occupational therapists (n = 4) guided them through the exercises. All participants (including therapists) filled out a questionnaire, assessing their experience with the used device. Individuals with hemianopia were split into three groups according to their stage in vision rehabilitation therapy and performed 1 (beginner), 2 (intermediate) or 3 (advanced) different exercises. Results: Individuals with hemianopia rated the mobile eye tracker with a score of 3.97 ± 0.5 points (beginner), 3.8 ± 0.5 points (intermediate) and 4 ± 0 points (advanced) the corresponding occupational therapists with a score of 3.6 ± 0.6, 3.4 ± 0.9 and 3.87 ± 0.6 points (out of a maximum of 4 points). The VR headset was rated with 3.9 ± 0.5 points by individuals with hemianopia, 3.8 ± 0.5 points by normal-sighted controls and 2.5 ± 1.4 points by the occupational therapist in a virtual hallway scenario. In a street-crossing scenario, it was rated with 3.7 ± 0.5 points by individuals with hemianopia, 3.7 ± 0.8 points by controls and 2.8 ± 1.2 by occupational therapists. In a walking along a pavement scenario the individual with hemianopia gave 4 ± 0 points and the controls 3.8 ± 0.4 points on average. Conclusions: Both devices were seen as useful additions to vision rehabilitation therapy, as they enable better feedback to patients and the opportunity to do different exercises at different levels of difficulty.
