%PDF-1.6
%âãÏÓ
1 0 obj<>
endobj
2 0 obj<>
endobj
3 0 obj<>
endobj
5 0 obj<>
endobj
7 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
8 0 obj<>
endobj
9 0 obj<>>>
endobj
10 0 obj<>
endobj
11 0 obj<><><><><><><><><><><><><><><><><><><><><><><><><><>]/P 10 0 R/S/Article/T()/Pg 7 0 R>>
endobj
12 0 obj<>
endobj
13 0 obj[11 0 R]
endobj
14 0 obj<>/A<>/Border[0 0 0]>>
endobj
15 0 obj[14 0 R 16 0 R]
endobj
16 0 obj<>/A<>/Border[0 0 0]>>
endobj
17 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
18 0 obj[11 0 R]
endobj
19 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
20 0 obj[11 0 R]
endobj
21 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
22 0 obj[11 0 R]
endobj
23 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
24 0 obj[11 0 R]
endobj
25 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
26 0 obj[11 0 R]
endobj
27 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
28 0 obj[11 0 R]
endobj
29 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
30 0 obj[11 0 R]
endobj
31 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
32 0 obj[11 0 R]
endobj
33 0 obj<>/A<>/Border[0 0 0]>>
endobj
34 0 obj[33 0 R 35 0 R 36 0 R]
endobj
35 0 obj<>/A<>/Border[0 0 0]>>
endobj
36 0 obj<>/A<>/Border[0 0 0]>>
endobj
37 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
38 0 obj[11 0 R]
endobj
39 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
40 0 obj<>
endobj
41 0 obj<>
endobj
42 0 obj<>
endobj
43 0 obj<>
endobj
45 0 obj[11 0 R]
endobj
46 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
48 0 obj[11 0 R]
endobj
49 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
50 0 obj<>
endobj
51 0 obj<>
endobj
52 0 obj<>
endobj
53 0 obj<>
endobj
55 0 obj[11 0 R]
endobj
56 0 obj<>/A<>/Border[0 0 0]>>
endobj
57 0 obj[56 0 R]
endobj
58 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
60 0 obj[11 0 R]
endobj
61 0 obj<>/A<>/Border[0 0 0]>>
endobj
62 0 obj[61 0 R]
endobj
63 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
64 0 obj<>
endobj
65 0 obj<>
endobj
67 0 obj[11 0 R]
endobj
68 0 obj<>/A<>/Border[0 0 0]>>
endobj
69 0 obj[68 0 R 70 0 R]
endobj
70 0 obj<>/A<>/Border[0 0 0]>>
endobj
71 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
72 0 obj<>
endobj
74 0 obj[11 0 R]
endobj
75 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
77 0 obj[11 0 R]
endobj
78 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
80 0 obj[11 0 R]
endobj
81 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
83 0 obj[11 0 R]
endobj
84 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
86 0 obj[11 0 R]
endobj
87 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
88 0 obj<>
endobj
90 0 obj[11 0 R]
endobj
91 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
93 0 obj[11 0 R]
endobj
94 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
96 0 obj[11 0 R]
endobj
97 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
99 0 obj[11 0 R]
endobj
100 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
102 0 obj[11 0 R 11 0 R]
endobj
103 0 obj<>/A<>/Border[0 0 0]>>
endobj
104 0 obj[103 0 R 105 0 R 106 0 R 107 0 R 108 0 R 109 0 R 110 0 R 111 0 R 112 0 R 113 0 R]
endobj
105 0 obj<>/A<>/Border[0 0 0]>>
endobj
106 0 obj<>/A<>/Border[0 0 0]>>
endobj
107 0 obj<>/A<>/Border[0 0 0]>>
endobj
108 0 obj<>/A<>/Border[0 0 0]>>
endobj
109 0 obj<>/A<>/Border[0 0 0]>>
endobj
110 0 obj<>/A<>/Border[0 0 0]>>
endobj
111 0 obj<>/A<>/Border[0 0 0]>>
endobj
112 0 obj<>/A<>/Border[0 0 0]>>
endobj
113 0 obj<>/A<>/Border[0 0 0]>>
endobj
114 0 obj<>
endobj
115 0 obj<>
endobj
139 0 obj<>/ProcSet[/PDF/Text]>>/Type/Page>>
endobj
140 0 obj<>
endobj
142 0 obj<>/A<>/Border[0 0 0]>>
endobj
143 0 obj[142 0 R 145 0 R 146 0 R 147 0 R 152 0 R 158 0 R 159 0 R 163 0 R 164 0 R 165 0 R 166 0 R 167 0 R 168 0 R]
endobj
144 0 obj[11 0 R]
endobj
145 0 obj<>/A<>/Border[0 0 0]>>
endobj
146 0 obj<>/A<>/Border[0 0 0]>>
endobj
147 0 obj<>/A<>/Border[0 0 0]>>
endobj
148 0 obj<>/Encoding<>>>>>
endobj
149 0 obj<>
endobj
150 0 obj<>
endobj
151 0 obj<>
endobj
152 0 obj<>/Parent 155 0 R/F 4/P 139 0 R/Q 1/T(f1)/DA(/Helv 18.2 Tf 0 g)/FT/Tx/Type/Annot/AA<>/MK<>/AP<>>>
endobj
153 0 obj<>
endobj
154 0 obj<>
endobj
155 0 obj<>
endobj
156 0 obj<>
endobj
157 0 obj<>/Type/XObject/BBox[0.0 0.0 194.0 28.0]/FormType 1>>stream
1 g
0 0 194 28 re
f
0.501953 g
1 1 m
1 27 l
193 27 l
192 26 l
2 26 l
2 2 l
f
0.75293 g
193 27 m
193 1 l
1 1 l
2 2 l
192 2 l
192 26 l
f
0 G
0.5 0.5 193 27 re
s
endstream
endobj
158 0 obj<>>>
endobj
159 0 obj<>/Parent 154 0 R/A 162 0 R/F 4/H/P/P 139 0 R/T(f3)/DA(/Helv 18.2 Tf 0 g)/FT/Btn/Type/Annot/Ff 65540/MK<>/AP<>>>
endobj
160 0 obj<>/ProcSet[/PDF/Text]>>/Type/XObject/BBox[0.0 0.0 37.0 31.0]/FormType 1>>stream
1 g
0 0 37 31 re
f
1 g
1 1 m
1 30 l
36 30 l
35 29 l
2 29 l
2 2 l
f
0.749023 g
36 30 m
36 1 l
1 1 l
2 2 l
35 2 l
35 29 l
f
0 G
0.5 0.5 36 30 re
s
q
2 2 33 27 re
W
n
0 g
0 G
BT
/Helv 18.2 Tf
0 g
6.361 8.7478 Td
(Go) Tj
ET
Q
endstream
endobj
161 0 obj<>/ProcSet[/PDF/Text]>>/Type/XObject/BBox[0.0 0.0 37.0 31.0]/FormType 1>>stream
1 g
0 0 37 31 re
f
0.749023 g
1 1 m
1 30 l
36 30 l
35 29 l
2 29 l
2 2 l
f
1 g
36 30 m
36 1 l
1 1 l
2 2 l
35 2 l
35 29 l
f
0 G
0.5 0.5 36 30 re
s
q
2 2 33 27 re
W
n
1 0 0 1 1 -1 cm
0 g
0 G
BT
/Helv 18.2 Tf
0 g
6.361 8.7478 Td
(Go) Tj
ET
Q
endstream
endobj
162 0 obj<>/Flags 6/S/SubmitForm>>
endobj
163 0 obj<>/A<>/Border[0 0 0]>>
endobj
164 0 obj<>/A<>/Border[0 0 0]>>
endobj
165 0 obj<>/A<>/Border[0 0 0]>>
endobj
166 0 obj<>/A<>/Border[0 0 0]>>
endobj
167 0 obj<>/A<>/Border[0 0 0]>>
endobj
168 0 obj<>/A<>/Border[0 0 0]>>
endobj
178 0 obj<>
endobj
179 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 748 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 728 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
1 1 1 rg
BT
/TT0 1 Tf
49 0 0 49 18.8805 720.5482 Tm
(JVIB)Tj
0 0 0 rg
14 0 0 14 122.3195 720.5482 Tm
( )Tj
19.6 0 0 19.6 152.2 715.0393 Tm
(August 2004 \225 )Tj
ET
0 0 0.8 RG
0.941 w 10 M 0 j 0 J []0 d
269.584 712.217 m
357.236 712.217 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
19.6 0 0 19.6 269.5844 715.0393 Tm
(Volume 98)Tj
0 0 0 rg
( \225 )Tj
ET
373.896 712.217 m
452.825 712.217 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
19.6 0 0 19.6 373.8956 715.0393 Tm
(Number 8)Tj
0 0 0 rg
/TT1 1 Tf
24.5 0 0 24.5 152.2 662.7885 Tm
(Generalization and )Tj
0 -1.2 TD
(Maintenance of Social Skills )Tj
T*
(of Children with Visual )Tj
0 -1.2 TD
(Impairments: Self-)Tj
0 -1.2 TD
(evaluation and the Role of )Tj
T*
(Feedback )Tj
/TT2 1 Tf
19.6 0 0 19.6 152.2 471.1042 Tm
(Divya Jindal-Snape )Tj
ET
0.5 0.5 0.5 rg
132.2 434.64 m
132.2 436.64 l
599 436.64 l
598 435.64 l
133.2 435.64 l
133.2 435.64 l
h
f
0.875 0.875 0.875 rg
599 436.64 m
599 434.64 l
132.2 434.64 l
133.2 435.64 l
598 435.64 l
598 435.64 l
h
f
0 0 0 rg
BT
/TT3 1 Tf
15.4 0 0 15.4 192.2 414.2309 Tm
(Abstract: )Tj
/TT0 1 Tf
(A multiple baseline design across behaviors was )Tj
0 -1.2 TD
(used with two visually impaired girls to establish the )Tj
T*
(effectiveness of self-evaluation and the role of feedback. )Tj
0 -1.2 TD
(In both cases, self-evaluation was effective in increasing )Tj
0 -1.2 TD
(the girls' social skills and social interaction. Implications )Tj
T*
(of the role of significant others in providing feedback are )Tj
T*
(discussed. )Tj
ET
0.5 0.5 0.5 rg
132.2 269.213 m
132.2 271.213 l
599 271.213 l
598 270.213 l
133.2 270.213 l
133.2 270.213 l
h
f
0.875 0.875 0.875 rg
599 271.213 m
599 269.213 l
132.2 269.213 l
133.2 270.213 l
598 270.213 l
598 270.213 l
h
f
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 225.535 Tm
(Research on the social interaction of children with )Tj
0 -1.3 TD
(visual impairments \(that is, those who are blind or have )Tj
T*
(low vision\) has suggested that these children may have )Tj
0 -1.3 TD
(difficulty interacting with significant others, especially )Tj
0 -1.3 TD
(their peers \(McGaha & Farran, 2001\). The social skills )Tj
T*
(of children with visual impairments may not be )Tj
T*
(developed fully because of the children's difficulty in )Tj
T*
(acquiring social behaviors through visual cues, )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(1 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
180 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(modeling, or feedback \(Kekelis, 1992; McGaha & )Tj
0 -1.3 TD
(Farran, 2001\) or difficulty in locating others in )Tj
T*
(unstructured settings, such as peers in a playground )Tj
0 -1.3 TD
(\(MacCuspie, 1996\). Their social skills also may not be )Tj
0 -1.3 TD
(fully developed because of the lack of opportunities to )Tj
T*
(interact with others because of the reactions of others )Tj
T*
(to individuals with disabilities in general \(Hodges & )Tj
T*
(Keller, 1999; Rosenblum, 1998; Van Hasselt, 1987\). )Tj
0 -2.399 TD
(Social skills are typcially learned during day-to-day )Tj
0 -1.3 TD
(interactions through observation \(Michelson, Sugai, )Tj
T*
(Wood, & Kazdin, 1983\). Most children learn them )Tj
T*
(naturally by observing their parents and other people in )Tj
T*
(the environment. However, children who are visually )Tj
T*
(impaired are restricted in learning through observation )Tj
T*
(\(Raver, 1984\). They are unable to learn and practice )Tj
T*
(social skills through visually mediated processes like )Tj
T*
(social referencing and imitation \(Bandura & Walters, )Tj
T*
(1963\). Since most social skills are acquired through )Tj
T*
(communication with visual cues, learning or modifying )Tj
T*
(these skills is difficult for children who are visually )Tj
T*
(impaired \(Farkas, Sherick, Matson, & Loebig, 1981\). )Tj
T*
(Therefore, smiling or looking in the direction of others, )Tj
T*
(which may be natural actions for sighted children, may )Tj
T*
(be absent \(Warren, 1984\) and have to be taught to )Tj
0 -1.3 TD
(children with visual impairments. )Tj
0 -2.399 TD
(In addition, visually impaired children find it difficult )Tj
0 -1.3 TD
(to imitate many nonverbal gestures, such as facial )Tj
T*
(expressions and expressive gestures. Similarly, )Tj
T*
(receiving or sending cues for initiating a conversation, )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(2 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
181 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(responding appropriately, finishing a conversation, and )Tj
0 -1.3 TD
(the like are not easily available to them. These children )Tj
T*
(may find it difficult to receive and produce nonverbal )Tj
0 -1.3 TD
(behaviors that usually support and even replace verbal )Tj
0 -1.3 TD
(behavior and to use visual cues or facial expressions )Tj
T*
(\(Van Hasselt, Simon & Mastantuono, 1982\) and hence )Tj
T*
(find it difficult to initiate, respond to, or finish a )Tj
T*
(conversation at the appropriate time. Furthermore, )Tj
0 -1.3 TD
(even when social interaction does occur, these children )Tj
T*
(often engage in much shorter interactive sequences and )Tj
T*
(have little chance of successfully sustaining )Tj
T*
(occurrences of social contact \(Markovits & Strayer, )Tj
T*
(1982\) and are generally recipients, rather than )Tj
0 -1.3 TD
(initiators, of interactions \(D'Allura, 2002\). Therefore, it )Tj
0 -1.3 TD
(is necessary to intervene and facilitate the development )Tj
T*
(of the social skills of children with visual impairments. )Tj
0 -2.399 TD
(Research has suggested that a decrease in challenging )Tj
0 -1.3 TD
(behaviors \(Jindal & Kato, 1994\), an increase in levels )Tj
T*
(of adequate and meaningful feedback \(Jindal-Snape, )Tj
T*
(Kato, & Maekawa, 1998\), and an increase in )Tj
T*
(reinforcement and opportunities for interaction can )Tj
T*
(lead to the development of high levels of social skills. )Tj
T*
(In turn, higher levels of social skills may lead to high )Tj
T*
(levels not only of social competence and interaction )Tj
0 -1.3 TD
(but of achievement. Some social skills interventions )Tj
T*
(have been found to be effective during training )Tj
T*
(conditions, but there was a gap between the increase in )Tj
T*
(desirable interactions with peers and the generalization )Tj
T*
(and maintenance of these skills across settings or )Tj
T*
(subjects \(Chandler, Lubeck, & Fowler, 1992; Gumpel )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(3 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
182 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(& Nativ-Ari-Am, 2001; Jindal & Kato, 1994\), perhaps )Tj
0 -1.3 TD
(because most studies have not included generalization )Tj
T*
(as a goal or component of social skills interventions )Tj
0 -1.3 TD
(\(Chandler, 1992\). It has been suggested that treatment )Tj
0 -1.3 TD
(cannot be considered to be successful unless the gains )Tj
T*
(are generalized and maintained \(Gresham, 1981\). )Tj
0 -2.399 TD
(It has been observed that self-evaluation plays an )Tj
0 -1.3 TD
(important role in the generalization and maintenance of )Tj
T*
(social skills of children with visual impairments )Tj
T*
(\(Jindal-Snape et al., 1998\). However, these studies )Tj
T*
(included an initial phase of external reinforcement, )Tj
T*
(which could have had some influence on the )Tj
0 -1.3 TD
(effectiveness of self-evaluation. To determine the )Tj
0 -1.3 TD
(effect of self-evaluation clearly, I considered it )Tj
T*
(necessary to encourage self-evaluation without any )Tj
T*
(initial phase of external reinforcement. I also observed )Tj
T*
(that for accurate self-managing skills that require )Tj
T*
(visual cues, feedback from the environment seemed )Tj
T*
(essential. To verify the necessity of feedback for such )Tj
T*
(behaviors, I considered a subsequent phase of self-)Tj
T*
(evaluation with feedback to be desirable. Thus, in this )Tj
T*
(study, I investigated whether self-evaluation could )Tj
T*
(increase appropriate social behavior without any initial )Tj
T*
(external reinforcement and whether feedback is )Tj
0 -1.3 TD
(necessary for self-evaluation. )Tj
/TT1 1 Tf
21.7 0 0 21.7 152.2 114.3664 Tm
(Method )Tj
/TT2 1 Tf
19.6 0 0 19.6 152.2 71.414 Tm
(Setting )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(4 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
183 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(The study was conducted in an integrated school in )Tj
0 -1.3 TD
(New Delhi, India. The classroom consisted of 30 )Tj
T*
(students \(6 of whom were visually impaired\) and one )Tj
0 -1.3 TD
(teacher. The teacher had no formal qualifications for )Tj
0 -1.3 TD
(teaching children with visual impairments. However, )Tj
T*
(she had the support of the school's resource person, )Tj
T*
(who was qualified to do so. )Tj
/TT1 1 Tf
19.6 0 0 19.6 152.2 563.334 Tm
(Participants )Tj
/TT0 1 Tf
18.2 0 0 18.2 152.2 520.1822 Tm
(Two girls with visual impairments, one who was )Tj
0 -1.3 TD
(totally blind \(Kate\) and one who had light perception )Tj
T*
(\(Anne\), participated in this study. The study was )Tj
0 -1.3 TD
(undertaken in two groups, each consisting of one )Tj
0 -1.3 TD
(visually impaired child and two sighted children \(with )Tj
T*
(no reported disability\). Kate, Anne, and the sighted )Tj
T*
(children ranged in age from 9 to 11 years. Kate and )Tj
T*
(Anne both resided in a hostel \(known as a "residential )Tj
0 -1.3 TD
(preparatory school"\) that provided accommodation to )Tj
T*
(children with visual impairments whose families did )Tj
T*
(not live in New Delhi but wanted their children to )Tj
T*
(study there. The hostel provided a minibus to take the )Tj
T*
(children to and from their schools. The hostel staff )Tj
0 -1.3 TD
(helped the children with their schoolwork and life )Tj
0 -1.3 TD
(skills. Kate visited her family nearly every weekend, )Tj
T*
(and Anne visited her family once or twice a month. )Tj
T*
(Informed consent to participate in the study was )Tj
T*
(obtained from all the children, their parents, the )Tj
T*
(teacher, and the head teacher. The names of the )Tj
T*
(children have been changed to protect their identities. )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(5 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
184 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 750.1528 Tm
(Kate )Tj
/TT1 1 Tf
0 -2.345 TD
(Kate's chronological age was 10 years and 7 months. )Tj
0 -1.3 TD
(Her social age was 5 on the Vineland Social Maturity )Tj
T*
(Scale \(Indian Adaptation by Malin and Raj, 1992\). )Tj
T*
(Kate came to school looking untidy, suggesting that )Tj
T*
(she had difficulty with taking care of her clothes and )Tj
T*
(with personal hygiene. )Tj
0 -2.399 TD
(The teacher reported that Kate was aggressive and hit )Tj
0 -1.3 TD
(her peers. Kate also interrupted when somebody else )Tj
T*
(was answering in class, but when she was asked a )Tj
T*
(question directly, she never responded. Furthermore, )Tj
0 -1.3 TD
(she was off task most of the time and fidgeted with her )Tj
0 -1.3 TD
(braille pen or stylus. In addition, Kate was seen to )Tj
T*
(leave her seat to go and chat with her friend \(who was )Tj
T*
(also visually impaired\), whom she would then hit. She )Tj
T*
(returned to her seat only when the teacher repeatedly )Tj
T*
(asked her to do so. )Tj
0 -2.399 TD
(Kate's family consisted of her parents and two elder )Tj
0 -1.3 TD
(sisters, aged about 12 and 14. No other family member )Tj
T*
(had any impairment. Kate's mother was interviewed )Tj
T*
(and reported that although Kate had always been close )Tj
T*
(to her sisters, she was aggressive with them as well. )Tj
T*
(Despite her family's efforts, Kate always interrupted )Tj
T*
(the conversations of people other than her family )Tj
0 -1.3 TD
(members and became aggressive if she did not gain )Tj
T*
(their attention immediately. Her mother suggested that )Tj
T*
(this behavior may have been due to the fact that other )Tj
T*
(people did not realize that Kate was speaking to them )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(6 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
185 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(because she did not turn her face or body in their )Tj
0 -1.3 TD
(direction. The mother reported that Kate was always )Tj
T*
(excited about going home on the weekends and )Tj
0 -1.3 TD
(enjoyed talking and playing with her family. During )Tj
0 -1.3 TD
(the weekends, her sisters tried to help her with her )Tj
T*
(studies. However, even though they asked her to do her )Tj
T*
(homework, she did not do it. No family problems were )Tj
T*
(reported. )Tj
0 -2.399 TD
(When Kate was observed, she was found to be )Tj
0 -1.3 TD
(aggressive and tended to hit her classmates if they did )Tj
T*
(not respond immediately or did not agree with her )Tj
T*
(views. She interrupted her classmates' conversations )Tj
T*
(and demanded immediate attention. She fidgeted with )Tj
T*
(whatever object she had in her hand, especially her )Tj
T*
(braille pen. She usually looked away from her peers )Tj
T*
(when she conversed with them. This behavior was )Tj
T*
(observed to have a negative effect on the sighted )Tj
T*
(classmates, who started conversing the same way; that )Tj
T*
(is, they turned away from Kate and focused their )Tj
T*
(attention on the other sighted classmates who were )Tj
T*
(present in that setting. This change in the direction of )Tj
T*
(the sighted classmates' gaze seemed to serve the )Tj
T*
(function of letting the other sighted classmates know )Tj
T*
(that they were interested in the conversation, especially )Tj
0 -1.3 TD
(when Kate's interruptions may have suggested )Tj
T*
(otherwise. )Tj
/TT1 1 Tf
0 -2.353 TD
(Anne )Tj
/TT0 1 Tf
0 -2.345 TD
(Anne's chronological age was 9 years and 10 months. )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(7 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
186 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(Her social age on the Indian adaptation of the Vineland )Tj
0 -1.3 TD
(Social Maturity Scale was 4.8. Like Kate, Anne )Tj
T*
(dressed untidily. The teacher reported that although )Tj
0 -1.3 TD
(Anne was always smiling, she did not respond to any )Tj
0 -1.3 TD
(conversation from the teacher or her sighted )Tj
T*
(classmates. Anne stayed on her own unless she was )Tj
T*
(approached by others. The teacher also reported that )Tj
T*
(she was not sure whether Anne was paying attention in )Tj
0 -1.3 TD
(class because Anne neither looked toward her nor )Tj
T*
(initiated any answers. )Tj
0 -2.399 TD
(Anne's parents could not be interviewed because they )Tj
0 -1.3 TD
(lived in a distant town. Instead, the director of the )Tj
T*
(hostel where Anne had lived for the past five years was )Tj
T*
(interviewed. The director reported that Anne had )Tj
T*
(always been a helpful girl. Although Anne did not )Tj
T*
(initiate any conversation with her peers, she always )Tj
T*
(responded if she was approached. However, at times )Tj
T*
(her answers were irrelevant, or she would just smile )Tj
T*
(and say nothing. )Tj
0 -2.399 TD
(Anne was observed to be a nonassertive girl who )Tj
0 -1.3 TD
(usually did not speak with others unless she was )Tj
T*
(specifically asked a question. Even when she tried to )Tj
T*
(speak and somebody interrupted, she just stopped )Tj
0 -1.3 TD
(talking completely. In the playground, although her )Tj
T*
(peers played nearby, she never asked them to let her )Tj
T*
(join in their games. Like Kate, she usually looked away )Tj
T*
(from her peers with a similarly negative effect. )Tj
/TT1 1 Tf
19.6 0 0 19.6 152.2 50.134 Tm
(Target and nontarget behaviors )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(8 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
187 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 736.9822 Tm
(Social validity refers to societal judgments about the )Tj
0 -1.3 TD
(social significance of the goals, social appropriateness )Tj
T*
(of the procedures, and social importance of the effects )Tj
0 -1.3 TD
(\(of an intervention\) \(Wolf, 1978\). Therefore, on the )Tj
0 -1.3 TD
(basis of observations of video recordings in different )Tj
T*
(settings and interviews with the teachers, parents, and )Tj
T*
(the director of the hostel \(significant others in these )Tj
T*
(children's environment\), I chose two target behaviors )Tj
0 -1.3 TD
(for Kate: modification of the direction of her gaze and )Tj
T*
(conversational skills \(see )Tj
ET
0 0 0.8 RG
0.874 w 10 M 0 j 0 J []0 d
339.733 521.421 m
383.722 521.421 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 339.7328 524.0422 Tm
(Box 1)Tj
0 0 0 rg
(\). On-task behavior and )Tj
-10.304 -1.41 Td
(a decrease in fidgeting were observed as nontarget )Tj
0 -1.3 TD
(behaviors for Kate, specifically to see the )Tj
0 -1.3 TD
(generalization across behaviors. For Anne, I chose )Tj
T*
(modification of the direction of her gaze and an )Tj
T*
(increase in conversation as target behaviors \(see )Tj
ET
507.5 401.121 m
542.39 401.121 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 507.5004 403.7422 Tm
(Box )Tj
ET
152.2 375.461 m
161.3 375.461 l
S
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 378.0822 Tm
(2)Tj
0 0 0 rg
(\). Play behavior was observed as a nontarget behavior )Tj
0 -1.41 TD
(for Anne, to see the generalization across behaviors. )Tj
0 -1.3 TD
(Although conversational skills were a target behavior )Tj
0 -1.3 TD
(for both children, the components were different )Tj
T*
(because of the children's different learning needs \(see )Tj
T*
(Boxes 1 and 2\). Also, in Anne's case, one of the )Tj
T*
(components that was observed was whether the )Tj
T*
(conversation \(initiated or prompted\) was original )Tj
0 -1.3 TD
(\(something new emerging from her\) or copied )Tj
T*
(\(repeating the same question or response as the peer\). )Tj
/TT1 1 Tf
19.6 0 0 19.6 152.2 119.114 Tm
(Design and experimental procedures )Tj
/TT0 1 Tf
18.2 0 0 18.2 152.2 75.9622 Tm
(A multiple baseline design across behaviors was used. )Tj
0 -1.3 TD
(The total duration was measured for appropriate )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(9 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
188 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(direction of gaze, conversation, on-task behavior, and )Tj
0 -1.3 TD
(positive play. Total duration is the summation of the )Tj
T*
(time the targeted behavior was emitted during the )Tj
0 -1.3 TD
(observed 5 minutes of every 20-minute session. )Tj
0 -1.3 TD
(Therefore, the maximum possible duration for any )Tj
T*
(session was 300 seconds. )Tj
/TT1 1 Tf
0 -2.353 TD
(Kate )Tj
/TT0 1 Tf
0 -2.345 TD
(There were three phases of intervention\227 self-)Tj
0 -1.3 TD
(evaluation, self-evaluation with feedback, and self-)Tj
T*
(evaluation. In the first phase, no feedback was )Tj
T*
(provided on the accuracy of the self-evaluation. Each )Tj
T*
(session lasted 20 minutes. Kate and the two sighted )Tj
T*
(children were asked to sit and chat or play freely. )Tj
T*
(Every 2 minutes, I cued Kate to self-evaluate by )Tj
T*
(tapping softly on the ground. In the first intervention )Tj
T*
(session, Kate sometimes did not respond to the tap. I )Tj
T*
(then cued her by saying "Well?" implying that she )Tj
T*
(should tell me what happened in the previous 2 )Tj
T*
(minutes. At the beginning of the session, Kate was )Tj
T*
(required to set the criteria for the next 2 minutes. After )Tj
T*
(2 minutes, she was required to tell whether she could )Tj
T*
(actually meet the criteria she had set. Kate then set the )Tj
T*
(criteria for the next 2 minutes, and so on. Then the )Tj
T*
(session was carried out without any comment from me. )Tj
0 -1.3 TD
(The criteria were related to the direction of Kate's gaze )Tj
T*
(and conversation. For example, Kate would say, "I will )Tj
T*
(take turns at talking and will not interrupt when 'X' or )Tj
T*
('Y' are talking." This phase lasted four sessions for )Tj
T*
(direction of gaze and three for conversation. After this )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(10 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
189 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(phase, training for that behavior was stopped, and on )Tj
0 -1.3 TD
(subsequent days \(following the same pattern as the )Tj
T*
(training sessions\), a generalization probe \(across )Tj
0 -1.3 TD
(setting and individuals\) was carried out for one session )Tj
0 -1.3 TD
(for direction of gaze and for two sessions for )Tj
T*
(conversation in another setting with two new sighted )Tj
T*
(children. )Tj
0 -2.399 TD
(In the second phase \(self-evaluation with feedback\), I )Tj
0 -1.3 TD
(provided feedback about the accuracy of the self-)Tj
T*
(evaluation in five sessions for the direction of gaze and )Tj
T*
(three for conversation. Again, a generalization probe )Tj
T*
(was conducted for two sessions. )Tj
0 -2.399 TD
(In the third phase, the same procedure was followed as )Tj
0 -1.3 TD
(in the first phase, except that Kate was asked to self-)Tj
T*
(evaluate every 5 minutes. This phase was carried out )Tj
T*
(during four sessions for each behavior. A )Tj
T*
(generalization probe was conducted for four sessions. )Tj
T*
(On-task behavior was observed as nontarget behavior )Tj
T*
(to see the generalization across behaviors. )Tj
/TT1 1 Tf
0 -2.353 TD
(Anne )Tj
/TT0 1 Tf
0 -2.345 TD
(The procedure was similar to that used with Kate. )Tj
0 -1.3 TD
(However, only the last two phases were replicated. The )Tj
T*
(first phase \(self-evaluation with feedback\) was carried )Tj
0 -1.3 TD
(out for four sessions each, for direction of gaze and for )Tj
T*
(conversation. Two sessions of the generalization probe )Tj
T*
(followed. The second phase \(self-evaluation only\) was )Tj
T*
(carried out for four and three sessions respectively, for )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(11 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
190 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(direction of gaze and conversation. Five sessions of the )Tj
0 -1.3 TD
(generalization probe followed. Positive play was )Tj
T*
(observed as a nontarget behavior. However, for )Tj
0 -1.3 TD
(administrative reasons, the children were not allowed )Tj
0 -1.3 TD
(to leave the classroom for their "game period" on most )Tj
T*
(of the days. Therefore, positive play could be observed )Tj
T*
(only sporadically. )Tj
0 -2.399 TD
(The maintenance probe was carried out six months )Tj
0 -1.3 TD
(later for both Kate and Anne. Four sessions each were )Tj
T*
(conducted for both target behaviors. )Tj
/TT1 1 Tf
19.6 0 0 19.6 152.2 472.354 Tm
(Videotaped observations )Tj
/TT0 1 Tf
18.2 0 0 18.2 152.2 429.2022 Tm
(All the sessions were videotaped. With the help of a )Tj
0 -1.3 TD
(video timer, minutes and seconds were also recorded. )Tj
T*
(Two special education graduate students and I later )Tj
0 -1.3 TD
(observed the videotapes. Since 5 minutes of every 20-)Tj
0 -1.3 TD
(minute session were observed, the maximum possible )Tj
T*
(duration for a behavior to occur in a session was 300 )Tj
T*
(seconds. In Session 1, the first 5 minutes were )Tj
T*
(observed; in Session 2, the second 5 minutes \(that is, )Tj
0 -1.3 TD
(from 5 minutes to 10 minutes of Session 2\) were )Tj
T*
(observed; and so on, with the first 5 minutes of Session )Tj
T*
(5 being observed. Interobserver reliability was )Tj
T*
(calculated using the formula: number of agreements, )Tj
T*
(divided by number of agreements plus disagreements, )Tj
0 -1.3 TD
(multiplied by 100. The interobserver reliability for )Tj
0 -1.3 TD
(Kate was 86% during the baseline and 86%, 84%, and )Tj
T*
(90% during the three phases, respectively, and was an )Tj
T*
(average of 88% during the probes. For Anne, the )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(12 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
191 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(interobserver reliability was 88% during the baseline )Tj
0 -1.3 TD
(and 91% and 86% during the two phases, respectively, )Tj
T*
(and was an average of 89% during the probes. )Tj
/TT1 1 Tf
21.7 0 0 21.7 152.2 654.8864 Tm
(Results )Tj
/TT2 1 Tf
19.6 0 0 19.6 152.2 611.934 Tm
(Kate )Tj
/TT3 1 Tf
18.2 0 0 18.2 152.2 569.6128 Tm
(Direction of gaze )Tj
/TT0 1 Tf
0 -2.345 TD
(As shown in )Tj
ET
0 0 0.8 RG
0.874 w 10 M 0 j 0 J []0 d
247.75 524.321 m
308.92 524.321 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 247.75 526.9422 Tm
(Figure 1)Tj
0 0 0 rg
(, at the baseline, an appropriate )Tj
-5.25 -1.41 Td
(direction of gaze occurred for a total of 12 seconds out )Tj
0 -1.3 TD
(of a maximum of 300 seconds but reached an average )Tj
0 -1.3 TD
(of 208 seconds during the first phase \(self-evaluation )Tj
T*
(only\). During the generalization probe, the appropriate )Tj
T*
(direction of gaze dropped to 133 seconds, but it )Tj
T*
(increased again to an average of 226 seconds during )Tj
T*
(the second phase \(self-evaluation with feedback\) and )Tj
0 -1.3 TD
(lasted an average of 200 seconds during the )Tj
T*
(generalization probe. During the first session of the )Tj
T*
(generalization probe, the appropriate direction of gaze )Tj
T*
(lasted 264 seconds \(in the session before that, it lasted )Tj
T*
(266 seconds\), but it decreased to 136 seconds in the )Tj
0 -1.3 TD
(second session. In the third phase \(the self-evaluation-)Tj
0 -1.3 TD
(only phase\), it lasted an average of 270 seconds, )Tj
T*
(whereas during the generalization probe, it lasted an )Tj
T*
(average of 242 seconds. )Tj
/TT3 1 Tf
0 -2.353 TD
(Conversation )Tj
/TT0 1 Tf
0 -2.345 TD
(At the baseline, Kate conversed for an average of 35 )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(13 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
192 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(seconds. However, she did so for an average of 288 )Tj
0 -1.3 TD
(seconds during the first phase \(self-evaluation only\). In )Tj
T*
(fact, from the second session of this phase, she )Tj
0 -1.3 TD
(conversed for the maximum of 300 seconds. During )Tj
0 -1.3 TD
(the generalization probe, she conversed for an average )Tj
T*
(of 295 seconds. Again, during the second phase \(self-)Tj
T*
(evaluation with feedback\), Kate conversed for an )Tj
T*
(average of 299 seconds. During the generalization )Tj
0 -1.3 TD
(probe, she conversed for an average of 300 seconds. In )Tj
T*
(the third phase \(self-evaluation only\), her conversation )Tj
T*
(went down slightly to an average of 296 seconds, and )Tj
T*
(during the generalization probe, it was at an average of )Tj
T*
(275 seconds. )Tj
/TT1 1 Tf
0 -2.353 TD
(On-task behavior and fidgeting )Tj
/TT0 1 Tf
0 -2.345 TD
(Kate's on-task behavior increased from the first-session )Tj
0 -1.3 TD
(total of 40 seconds to 300 seconds by the end of the )Tj
T*
(study. Although some fluctuations were observed, Kate )Tj
T*
(was observed to be on task from Session 15 onward. )Tj
0 -2.399 TD
(Although fidgeting was at a high level of 135 seconds )Tj
0 -1.3 TD
(in the first session, it dropped to 0 from Session 13 )Tj
T*
(onward and was maintained at this level. As can be )Tj
T*
(seen in )Tj
ET
0 0 0.8 RG
0.874 w 10 M 0 j 0 J []0 d
207.801 191.661 m
268.971 191.661 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 207.801 194.2822 Tm
(Figure 2)Tj
0 0 0 rg
(, social interaction reached a high level )Tj
-3.055 -1.41 Td
(with the introduction of the intervention for social )Tj
0 -1.3 TD
(skills. )Tj
/TT2 1 Tf
19.6 0 0 19.6 152.2 100.934 Tm
(Anne )Tj
/TT1 1 Tf
18.2 0 0 18.2 152.2 58.6128 Tm
(Direction of gaze )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(14 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
193 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 745.9422 Tm
(As can be seen in )Tj
ET
0 0 0.8 RG
0.874 w 10 M 0 j 0 J []0 d
284.114 743.321 m
345.284 743.321 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 284.1136 745.9422 Tm
(Figure 3)Tj
0 0 0 rg
(, at the baseline, Anne's )Tj
-7.248 -1.41 Td
(appropriate direction of gaze was at an average of 21 )Tj
0 -1.3 TD
(seconds out of a maximum of 300 seconds. It increased )Tj
0 -1.3 TD
(remarkably and reached an average of 260 seconds )Tj
T*
(during the first phase \(self-evaluation with feedback\). )Tj
T*
(However, during the generalization probe, it dropped )Tj
T*
(to 177 seconds, but it rose again to an average of 243 )Tj
T*
(seconds during the second phase \(self-evaluation only\) )Tj
0 -1.3 TD
(and then dropped to an average of 238 seconds during )Tj
T*
(the generalization probe. )Tj
/TT1 1 Tf
0 -2.353 TD
(Conversation and positive play )Tj
/TT0 1 Tf
0 -2.345 TD
(At the baseline, Anne's conversation was low at an )Tj
0 -1.3 TD
(average of 13 seconds. However, it reached an average )Tj
T*
(of 271 seconds during the first phase \(self-evaluation )Tj
T*
(with feedback\). During the first session, Anne )Tj
T*
(conversed for 65 seconds, but by the third session and )Tj
T*
(during the generalization probe and the second phase )Tj
T*
(\(self-evaluation only\), she did so for an average of 300 )Tj
T*
(seconds. Anne also conversed for the maximum of 300 )Tj
T*
(seconds during Session 3 of the intervention and )Tj
T*
(maintained this level till the last session of the )Tj
T*
(generalization probe. )Tj
0 -2.399 TD
(Anne's play behavior could not be observed for more )Tj
0 -1.3 TD
(than 5 sessions in all. However, a definite increase was )Tj
0 -1.3 TD
(observed in positive play from the time Anne started )Tj
T*
(self-evaluating. Her social interaction reached a high )Tj
T*
(level with the introduction of the intervention for social )Tj
T*
(skills \(see )Tj
ET
229.04 44.321 m
290.211 44.321 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 229.0404 46.9422 Tm
(Figure 4)Tj
0 0 0 rg
(\). )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(15 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
194 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 732.1128 Tm
(Follow-up )Tj
/TT1 1 Tf
0 -2.345 TD
(Both girls were followed up after six months, and the )Tj
0 -1.3 TD
(class teacher confirmed the results. As can be seen in )Tj
T*
(Figure 1, Kate's direction of gaze was maintained for )Tj
T*
(an average of 248 seconds, and her conversation was )Tj
T*
(maintained for an average of 293 seconds. As can be )Tj
T*
(seen in Figure 3, at follow-up, Anne's direction of gaze )Tj
0 -1.3 TD
(was maintained for an average of 234 seconds, and her )Tj
T*
(conversation was maintained for an average of 288 )Tj
T*
(seconds. Hence, good maintenance was observed in )Tj
T*
(both cases. )Tj
/TT2 1 Tf
21.7 0 0 21.7 152.2 429.3864 Tm
(Discussion )Tj
/TT1 1 Tf
18.2 0 0 18.2 152.2 386.8022 Tm
(Self-evaluation helped to improve Kate's use of the )Tj
0 -1.3 TD
(appropriate direction of gaze. However, at times, Kate )Tj
T*
(was found to self-evaluate inaccurately. When I gave )Tj
0 -1.3 TD
(her feedback about the inaccuracy, she always denied it )Tj
0 -1.3 TD
(and maintained that she had directed her gaze toward )Tj
T*
(her peers. This denial could have been due to two )Tj
T*
(reasons: either Kate was overassertive and did not like )Tj
T*
(to be told that she was wrong or she actually assumed )Tj
0 -1.3 TD
(that she had turned toward her peers, which was )Tj
T*
(confirmed by the peers continuing to converse. Thus, )Tj
T*
(the peers' behavior may have acted as feedback that )Tj
T*
(suggested to Kate that she was looking in the right )Tj
T*
(direction and may have become the basis of her self-)Tj
0 -1.3 TD
(evaluation. This possibility suggests that before self-)Tj
0 -1.3 TD
(evaluating, a person needs to look for cues in, or )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(16 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
195 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.933 0.8 0.667 rg
10 490.418 592 275.582 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.8 0.6 0.4 rg
12 492.418 588 3 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0.8 RG
0.874 w 10 M 0 j 0 J []0 d
54.312 713.701 m
150.335 713.701 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 54.3122 716.3222 Tm
(www.afb.org)Tj
0 0 0 rg
( | )Tj
ET
163.075 713.701 m
376.398 713.701 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 163.0754 716.3222 Tm
(Change Colors and Text Size)Tj
0 0 0 rg
( | )Tj
ET
389.138 713.701 m
470.528 713.701 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 389.1376 716.3222 Tm
(Contact Us)Tj
0 0 0 rg
( | )Tj
ET
483.268 713.701 m
549.498 713.701 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 483.268 716.3222 Tm
(Site Map)Tj
0 0 0 rg
( | )Tj
-18.79 -1.994 Td
(Site Search )Tj
15.491 0 Td
( )Tj
2.608 0 Td
( )Tj
ET
68.435 653.759 m
153.884 653.759 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 68.4354 656.38 Tm
(About AFB)Tj
0 0 0 rg
( | )Tj
ET
166.624 653.759 m
254.094 653.759 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 166.6244 656.38 Tm
(Press Room)Tj
0 0 0 rg
( | )Tj
ET
266.834 653.759 m
341.654 653.759 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 266.8336 656.38 Tm
(Bookstore)Tj
0 0 0 rg
( | )Tj
ET
354.394 653.759 m
406.955 653.759 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 354.3938 656.38 Tm
(Donate)Tj
0 0 0 rg
( | )Tj
ET
419.695 653.759 m
543.565 653.759 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 419.6954 656.38 Tm
(Policy Statement)Tj
0 0 0 rg
( )Tj
ET
0.5 0.5 0.5 rg
159.5 618.398 m
159.5 620.398 l
452.5 620.398 l
451.5 619.398 l
160.5 619.398 l
160.5 619.398 l
h
f
0.875 0.875 0.875 rg
452.5 620.398 m
452.5 618.398 l
159.5 618.398 l
160.5 619.398 l
451.5 619.398 l
451.5 619.398 l
h
f
0 0 0 rg
BT
/TT1 1 Tf
18.2 0 0 18.2 42.4556 574.6594 Tm
(Please direct your comments and suggestions to )Tj
ET
416.029 572.039 m
542.664 572.039 l
S
0 0 0.8 rg
BT
/TT1 1 Tf
18.2 0 0 18.2 416.0288 574.6594 Tm
(afbinfo@afb.net)Tj
0 0 0 rg
( )Tj
-20.672 -1.41 Td
(Copyright \251 2005 American Foundation for the Blind. All rights )Tj
11.931 -1.3 Td
(reserved.)Tj
/TT0 1 Tf
14 0 0 14 14 493.9178 Tm
( )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(26 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
196 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(feedback from, the environment on which to base his )Tj
0 -1.3 TD
(or her self-evaluation. It also implies that feedback )Tj
T*
(from the environment actually comes \(or should come\) )Tj
0 -1.3 TD
(before a person self-evaluates. That is, the )Tj
0 -1.3 TD
(consequences of the behavior becomes a basis for the )Tj
T*
(self-evaluation. However, it is to be noted that Kate's )Tj
T*
(peers stopped looking at Kate, started looking only at )Tj
T*
(each other, and started conversing among themselves )Tj
0 -1.3 TD
(when Kate stopped looking at them. It can be assumed )Tj
T*
(that feedback would have been more effective had it )Tj
T*
(come naturally, that is, from the peers as part of the )Tj
T*
(conversation, rather than as a seemingly judgmental )Tj
T*
(statement from me. However, it was observed that )Tj
0 -1.3 TD
(feedback subsequently helped to increase the accuracy )Tj
0 -1.3 TD
(and duration of Kate's direction of gaze, which were )Tj
T*
(maintained even when there was no feedback in the )Tj
T*
(third phase. )Tj
0 -2.399 TD
(Once the duration of Kate's conversation increased )Tj
0 -1.3 TD
(during the first phase \(self-evaluation only\), it was )Tj
T*
(maintained at high levels throughout. The self-)Tj
T*
(evaluation was also accurate. Hence, it can be assumed )Tj
T*
(that for skills that do not require visual feedback and )Tj
T*
(for which the other person's behavior acts as a direct )Tj
T*
(means of feedback or reinforcement, no outside or )Tj
0 -1.3 TD
(planned feedback is necessary. )Tj
0 -2.399 TD
(Furthermore, it was found that the effects were )Tj
0 -1.3 TD
(generalized to on-task behavior, with Kate working )Tj
T*
(continuously in the class. Kate also stopped fidgeting )Tj
T*
(\(shaking her pen vigorously\). Although Kate was )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(17 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
197 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(sometimes observed to take out her pen, fidget for no )Tj
0 -1.3 TD
(more than a second, and put it away, by the end of the )Tj
T*
(training, she had stopped fidgeting entirely. )Tj
0 -2.399 TD
(The direction of Anne's gaze was observed to improve )Tj
0 -1.3 TD
(in the first phase \(self-evaluation with feedback\). )Tj
T*
(Although, it initially declined after the removal of )Tj
T*
(feedback, it was observed to return to the high levels of )Tj
0 -1.3 TD
(the first phase. Again, as was the case with Kate, once )Tj
T*
(the duration of Anne's conversation increased, it was )Tj
T*
(maintained at that level, irrespective of feedback. This )Tj
T*
(finding further supports the assumption that direct )Tj
T*
(feedback related to behavior is essential only for skills )Tj
0 -1.3 TD
(that require visual cues and is required before self-)Tj
0 -1.3 TD
(evaluation. Once Anne started conversing freely with )Tj
T*
(her peers, she was found to be a good storyteller and )Tj
T*
(soon became popular with them. In fact, other peers )Tj
T*
(from outside the training setting were also observed to )Tj
T*
(approach her, asking her to tell them similar stories. )Tj
T*
(Anne's play behavior also increased significantly, and )Tj
T*
(she actively participated with her peers. )Tj
0 -2.399 TD
(However, Anne, who seemed to be a nonassertive )Tj
0 -1.3 TD
(child, did not seem to want to establish high-level )Tj
T*
(criteria for self-evaluation. Even when she performed )Tj
0 -1.3 TD
(the appropriate behavior, she hesitated to say so. This )Tj
T*
(observation points to the relationship between self-)Tj
T*
(efficacy and criteria setting, as Bandura \(1977\) )Tj
T*
(suggested. )Tj
0 -2.399 TD
(Asking the girls to self-evaluate every two minutes was )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(18 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
198 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(necessary because a longer time frame might have )Tj
0 -1.3 TD
(affected the accuracy of their self-evaluations. )Tj
T*
(However, this frequency of cuing for self-evaluation is )Tj
0 -1.3 TD
(not recommended because it may obstruct the flow of )Tj
0 -1.3 TD
(conversation between children, especially in the later )Tj
T*
(stages. It may be worth trying to increase the duration )Tj
T*
(in the later stages of the intervention and basing the )Tj
T*
(duration on the needs of each individual. )Tj
/TT1 1 Tf
21.7 0 0 21.7 152.2 536.5864 Tm
(Conclusion )Tj
/TT0 1 Tf
18.2 0 0 18.2 152.2 494.0022 Tm
(For the two girls in the study, feedback was found to )Tj
0 -1.3 TD
(be necessary to facilitate their self-evaluation and to )Tj
T*
(develop their social skills. For most behaviors, when )Tj
0 -1.3 TD
(the consequences are clear, no verbal feedback is )Tj
0 -1.3 TD
(necessary for children with visual impairments. )Tj
T*
(However, when the consequences are not clear, )Tj
T*
(feedback that is understandable and meaningful to )Tj
T*
(them is necessary. Therefore, this study expanded the )Tj
0 -1.3 TD
(concept of self-evaluation. Researchers have thought )Tj
T*
(that self-evaluation provide feedback per se \(see, for )Tj
T*
(example, Cartledge & Milburn, 1986\). However, the )Tj
T*
(findings of this study suggest that although self-)Tj
T*
(evaluation may help children to become more aware of )Tj
0 -1.3 TD
(the feedback and may help them to pick up on it, for )Tj
0 -1.3 TD
(some social skills it is difficult for children with visual )Tj
T*
(impairments to pick up on feedback or to understand )Tj
T*
(the consequences by themselves. That is, it is difficult )Tj
T*
(for them to judge by themselves whether a behavior )Tj
T*
(was actually emitted or not. The findings also suggest )Tj
T*
(that feedback is initially provided by the environment )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(19 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
199 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 152.2 749.3222 Tm
(as the consequences of a behavior and that self-)Tj
0 -1.3 TD
(evaluation makes a child aware of this feedback and )Tj
T*
(helps him or her to pick up on it. )Tj
0 -2.399 TD
(However, it was observed that the significant others in )Tj
0 -1.3 TD
(the environment usually fail to give this feedback, and )Tj
T*
(they have to be trained to do so. Such feedback can be )Tj
T*
(provided by a researcher or other external agents and )Tj
0 -1.3 TD
(can be effective in bringing about positive changes in )Tj
T*
(behavior. However, when feedback is given in this )Tj
T*
(way, it may not only obstruct generalization and )Tj
T*
(maintenance, but be considered unfavorable by the )Tj
T*
(child. Therefore, feedback will be more effective when )Tj
0 -1.3 TD
(it is provided naturally by the significant others in the )Tj
0 -1.3 TD
(environment. Furthermore, both the role of the )Tj
T*
(significant others \(Jindal, 1996\) and the importance of )Tj
T*
(reconstructing the environment need to be explored )Tj
T*
(further \(MacCuspie, 1996; Warren, 1994\). )Tj
0 -2.399 TD
(Therefore, it can be concluded that self-evaluation is )Tj
0 -1.3 TD
(effective in generalizing and maintaining social skills )Tj
T*
(and in enhancing social interaction. However, it is )Tj
T*
(necessary to increase adequate and meaningful )Tj
T*
(feedback from the environment and to provide such )Tj
T*
(feedback through natural contingencies and by the )Tj
0 -1.3 TD
(agents who are already present in the child's natural )Tj
T*
(environment. )Tj
/TT1 1 Tf
21.7 0 0 21.7 152.2 94.3664 Tm
(References )Tj
/TT0 1 Tf
18.2 0 0 18.2 162.2 51.731 Tm
(Bandura, A. \(1977\). )Tj
/TT2 1 Tf
(Social learning theory. )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(20 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
200 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 162.2 749.3222 Tm
(Englewood Cliffs, NJ: Prentice Hall. )Tj
0 -2.402 TD
(Bandura, A., & Walters, R. H. \(1963\). )Tj
/TT1 1 Tf
(Social learning )Tj
0 -1.303 TD
(and personality development. )Tj
/TT0 1 Tf
(New York: Holt, )Tj
0 -1.3 TD
(Rinehart & Winston. )Tj
0 -2.402 TD
(Cartledge, G., & Milburn, J. F. \(1986\). )Tj
/TT1 1 Tf
(Teaching )Tj
0 -1.303 TD
(social skills to children: Innovative approaches )Tj
/TT0 1 Tf
(\(2nd )Tj
0 -1.3 TD
(ed.\). New York: Pergamon Press. )Tj
0 -2.399 TD
(Chandler, L. K. \(1992\). Promoting children's social/)Tj
0 -1.3 TD
(survival skills as a strategy for transition to )Tj
T*
(mainstreamed kindergarten programs. In S. L. Odom, )Tj
0 -1.303 TD
(S. R. McConnell, & M. A. McEvoy \(Eds.\), )Tj
/TT1 1 Tf
(Social )Tj
0 -1.303 TD
(competence of young children with disabilities: Issues )Tj
0 -1.3 TD
(and strategies for intervention )Tj
/TT0 1 Tf
(\(pp. 245\226276\). )Tj
T*
(Baltimore, MD: Paul H. Brookes. )Tj
0 -2.399 TD
(Chandler, L. K., Lubeck, R. C., & Fowler, S. A. )Tj
0 -1.3 TD
(\(1992\). Generalization and maintenance of preschool )Tj
T*
(children's social skills: A critical review and analysis. )Tj
/TT1 1 Tf
0 -1.303 TD
(Journal of Applied Behavior Analysis, 25, )Tj
/TT0 1 Tf
(415\226428. )Tj
0 -2.399 TD
(D'Allura, T. \(2002\). Enhancing the social interaction )Tj
0 -1.3 TD
(skills of preschoolers with visual impairments. )Tj
/TT1 1 Tf
0 -1.303 TD
(Journal of Visual Impairment & Blindness, 96, )Tj
/TT0 1 Tf
(576\226)Tj
0 -1.3 TD
(584. )Tj
0 -2.399 TD
(Farkas, G. M., Sherick, R. B., Matson, J. L., & )Tj
0 -1.3 TD
(Loebig, M. \(1981\). Social skills training of a blind )Tj
0 -1.303 TD
(child through differential reinforcement. )Tj
/TT1 1 Tf
(Behavior )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(21 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
201 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 162.2 749.2711 Tm
(Therapist, 4, )Tj
/TT1 1 Tf
(24\22626. )Tj
0 -2.399 TD
(Gresham, F. M. \(1981\). Social skills training with )Tj
0 -1.303 TD
(handicapped children: A review. )Tj
/TT0 1 Tf
(Review of )Tj
0 -1.303 TD
(Educational Research, 51, )Tj
/TT1 1 Tf
(139\226176. )Tj
0 -2.399 TD
(Gumpel, T. P., & Nativ-Ari-Am, H. \(2001\). )Tj
0 -1.3 TD
(Evaluation of a technology for teaching complex )Tj
T*
(social skills to young adults with visual and cognitive )Tj
0 -1.303 TD
(impairments. )Tj
/TT0 1 Tf
(Journal of Visual Impairment & )Tj
0 -1.303 TD
(Blindness, 95, )Tj
/TT1 1 Tf
(95\226107. )Tj
0 -2.399 TD
(Hodges, J. S., & Keller, M. J. \(1999\). Visually )Tj
0 -1.3 TD
(impaired students' perceptions of their social )Tj
0 -1.303 TD
(integration in college. )Tj
/TT0 1 Tf
(Journal of Visual Impairment )Tj
T*
(& Blindness, 93, )Tj
/TT1 1 Tf
(153\226165. )Tj
0 -2.402 TD
(Jindal, D. \(1996\). )Tj
/TT0 1 Tf
(Generalization and maintenance of )Tj
0 -1.303 TD
(social skills of children with visual impairment: )Tj
0 -1.3 TD
(Effectiveness of self- management procedures. )Tj
/TT1 1 Tf
0 -1.297 TD
(Unpublished doctoral thesis, University of Tsukuba, )Tj
0 -1.3 TD
(Tsukuba, Japan. )Tj
0 -2.399 TD
(Jindal, D., & Kato, M. \(1994\). Generalisation and )Tj
0 -1.3 TD
(maintenance of social skills of visually impaired )Tj
0 -1.303 TD
(children. )Tj
/TT0 1 Tf
(Indian Journal of Disability and )Tj
0 -1.303 TD
(Rehabilitation, 8 )Tj
/TT1 1 Tf
(\(1\), 1\22612. )Tj
0 -2.399 TD
(Jindal-Snape, D., Kato, M., & Maekawa, H. \(1998\). )Tj
0 -1.3 TD
(Using self-evaluation procedures to maintain social )Tj
0 -1.303 TD
(skills in a child who is blind. )Tj
/TT0 1 Tf
(Journal of Visual )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(22 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
202 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 162.2 749.2711 Tm
(Impairment & Blindness, 92, )Tj
/TT1 1 Tf
(362\226366. )Tj
0 -2.399 TD
(Kekelis, L. S. \(1992\). Peer interactions in childhood: )Tj
0 -1.3 TD
(The impact of visual impairment. In S. Z. Sacks, L. S. )Tj
0 -1.303 TD
(Kekelis, & R. J. Gaylord-Ross \(Eds.\), )Tj
/TT0 1 Tf
(The )Tj
T*
(development of social skills by blind and visually )Tj
0 -1.3 TD
(impaired students )Tj
/TT1 1 Tf
(\(pp. 13\22635\). New York: American )Tj
T*
(Foundation for the Blind. )Tj
0 -2.402 TD
(MacCuspie, P. A. \(1996\). )Tj
/TT0 1 Tf
(Promoting acceptance of )Tj
0 -1.303 TD
(children with disabilities: From tolerance to )Tj
0 -1.3 TD
(inclusion. )Tj
/TT1 1 Tf
(New York: Cambridge University Press. )Tj
0 -2.402 TD
(Malin, A, J., Raj, J. B. \(1992\). )Tj
/TT0 1 Tf
(Vineland Social )Tj
0 -1.303 TD
(Maturity Scale and Manual: Indian Adaptation. )Tj
/TT1 1 Tf
0 -1.297 TD
(Mysore, India: Swayamsiddha Prakashana. )Tj
0 -2.399 TD
(Markovits, H., & Strayer, F. \(1982\). Toward an )Tj
0 -1.3 TD
(applied social ethology: A case study of social skills )Tj
T*
(among blind children. In K. H. Rubin & H. Ross )Tj
0 -1.303 TD
(\(Eds.\), )Tj
/TT0 1 Tf
(Peer relationships and social skills in )Tj
T*
(childhood. )Tj
/TT1 1 Tf
(New York: Springer-Verlag. )Tj
0 -2.399 TD
(McGaha, C. G., & Farran, D. C. \(2001\). Interactions )Tj
0 -1.3 TD
(in an inclusive classroom: The effects of visual status )Tj
0 -1.303 TD
(and setting. )Tj
/TT0 1 Tf
(Journal of Visual Impairment & )Tj
T*
(Blindness, 95, )Tj
/TT1 1 Tf
(80\22694. )Tj
0 -2.399 TD
(Michelson, L., Sugai, D. P., Wood, R. P., & Kazdin, )Tj
0 -1.3 TD
(A. E. \(1983\). Social skills and child development. In )Tj
T*
(L. Michelson, D. P. Sugai, R. P. Wood, & A. E. )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(23 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
203 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 36 117.2 730 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 162.2 749.2711 Tm
(Kazdin, )Tj
/TT1 1 Tf
(Social skills assessment and training with )Tj
0 -1.303 TD
(children: An empirically based handbook )Tj
/TT0 1 Tf
(\(pp. 1\22611\). )Tj
0 -1.3 TD
(New York: Plenum Press. )Tj
0 -2.399 TD
(Raver, S. A. \(1984\). Modification of head droop )Tj
0 -1.3 TD
(during conversation in a 3-year-old visually impaired )Tj
0 -1.303 TD
(child: A case study. )Tj
/TT1 1 Tf
(Journal of Visual Impairment & )Tj
0 -1.303 TD
(Blindness, 78, )Tj
/TT0 1 Tf
(307\226310. )Tj
0 -2.399 TD
(Rosenblum, L. P. \(1998\). Best friendships of )Tj
0 -1.3 TD
(adolescents with visual impairments: A descriptive )Tj
0 -1.303 TD
(study. )Tj
/TT1 1 Tf
(Journal of Visual Impairment & Blindness, 92, )Tj
/TT0 1 Tf
0 -1.3 TD
(593\226608. )Tj
0 -2.399 TD
(Van Hasselt, V. B. \(1987\). Behavior therapy for )Tj
0 -1.3 TD
(visually handicapped persons. In M. Hersen, R. M. )Tj
0 -1.303 TD
(Eisler, & P. M. Miller \(Eds.\), )Tj
/TT1 1 Tf
(Progress in behavior )Tj
T*
(modification )Tj
/TT0 1 Tf
(\(Vol. 21, pp.13\22644\). Beverly Hills, CA: )Tj
0 -1.3 TD
(Sage. )Tj
0 -2.399 TD
(Van Hasselt, V. B., Simon, J., & Mastantuono, A. K. )Tj
0 -1.3 TD
(\(1982\). Social skill training for blind children and )Tj
0 -1.303 TD
(adolescents: A program description. )Tj
/TT1 1 Tf
(Education of the )Tj
T*
(Visually Handicapped, 14 )Tj
/TT0 1 Tf
(\(2\), 34\22640. )Tj
0 -2.402 TD
(Warren, D. H. \(1984\). )Tj
/TT1 1 Tf
(Blindness and early childhood )Tj
0 -1.303 TD
(development. )Tj
/TT0 1 Tf
(New York: American Foundation for )Tj
0 -1.3 TD
(the Blind. )Tj
0 -2.402 TD
(Warren, D. H. \(1994\). )Tj
/TT1 1 Tf
(Blindness and children: An )Tj
0 -1.303 TD
(individual differences approach. )Tj
/TT0 1 Tf
(New York: )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(24 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
204 0 obj<>stream
/Artifact <>BDC
0 0 0 rg
0 i
BT
/T1_0 1 Tf
0 Tc 0 Tw 0 Ts 100 Tz 0 Tr 9 0 0 9 18 780.17 Tm
(Generalization and Maintenance of Social Skills of Children with Visual \
Imp...nts: Self-evaluation and the Role of Feedback - So)Tj
(cial Skills - August 2004)Tj
ET
EMC
/WebCaptureBG BMC
/WebCaptureFN <>BDC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
1 1 0.933 rg
10 18 602 756 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.867 0.4 0.2 rg
12 192.649 117.2 573.351 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.933 0.8 0.667 rg
10 36 592 154.649 re
f
EMC
q
0 18 612 756 re
W* n
/Artifact <>BDC
Q
0.8 0.6 0.4 rg
12 185.649 588 3 re
f
EMC
EMC
EMC
/Article <>BDC
q
0 18 612 756 re
W* n
0 0 0 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 162.2 749.3222 Tm
(Cambridge University Press. )Tj
0 -2.399 TD
(Wolf, M. M. \(1978\). Social validity: The case for )Tj
0 -1.3 TD
(subjective measurement or how applied behavior )Tj
0 -1.303 TD
(analysis is finding its heart. )Tj
/TT1 1 Tf
(Journal of Applied )Tj
T*
(Behavior Analysis, 11, )Tj
/TT0 1 Tf
(203\226214. )Tj
/TT2 1 Tf
-0.549 -2.403 Td
(Divya Jindal-Snape, Ph.D.,)Tj
/TT1 1 Tf
( lecturer, Faculty of )Tj
0 -1.3 TD
(Education and Social Work, University of Dundee, )Tj
T*
(Gardyne Road Campus, Dundee DD5 1NY, Scotland; )Tj
T*
(e-mail: <)Tj
ET
0 0 0.8 RG
0.874 w 10 M 0 j 0 J []0 d
221.597 517.24 m
432.953 517.24 l
S
0 0 0.8 rg
BT
/TT1 1 Tf
18.2 0 0 18.2 221.5966 519.8605 Tm
(d.jindalsnape@dundee.ac.uk)Tj
0 0 0 rg
(>.)Tj
/TT0 1 Tf
( )Tj
ET
174.346 471.631 m
293.137 471.631 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 174.3456 474.2517 Tm
(Previous Article)Tj
0 0 0 rg
( | )Tj
ET
305.877 471.631 m
396.349 471.631 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 305.877 474.2517 Tm
(Next Article)Tj
0 0 0 rg
( | )Tj
ET
409.089 471.631 m
539.51 471.631 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 409.0892 474.2517 Tm
(Table of Contents)Tj
0 0 0 rg
/TT1 1 Tf
-13.871 -2.512 Td
(JVIB, Copyright \251 2005 American Foundation for the )Tj
5.824 -1.3 Td
(Blind. All rights reserved.)Tj
/TT0 1 Tf
-6.068 -2.396 Td
( )Tj
ET
189.988 314.93 m
289.579 314.93 l
S
0 0 0.8 rg
BT
/TT3 1 Tf
18.2 0 0 18.2 189.9882 317.5511 Tm
(Search JVIB)Tj
0 0 0 rg
( | )Tj
ET
302.683 314.93 m
407.333 314.93 l
S
0 0 0.8 rg
BT
/TT3 1 Tf
18.2 0 0 18.2 302.6826 317.5511 Tm
(JVIB Policies)Tj
0 0 0 rg
( | )Tj
ET
420.437 314.93 m
528.108 314.93 l
S
0 0 0.8 rg
BT
/TT3 1 Tf
18.2 0 0 18.2 420.4366 317.5511 Tm
(Contact JVIB)Tj
0 0 0 rg
( | )Tj
ET
259.694 289.27 m
365.891 289.27 l
S
0 0 0.8 rg
BT
/TT3 1 Tf
18.2 0 0 18.2 259.6942 291.8911 Tm
(Subscriptions)Tj
0 0 0 rg
( | )Tj
ET
378.995 289.27 m
471.506 289.27 l
S
0 0 0.8 rg
BT
/TT3 1 Tf
18.2 0 0 18.2 378.9952 291.8911 Tm
(JVIB Home)Tj
0 0 0 rg
( )Tj
/TT0 1 Tf
-12.432 -2.505 Td
(If you would like to give us feedback, please contact us )Tj
7.996 -1.3 Td
(at )Tj
ET
315.942 220.011 m
411.055 220.011 l
S
0 0 0.8 rg
BT
/TT0 1 Tf
18.2 0 0 18.2 315.9416 222.6317 Tm
(jvib@afb.net)Tj
0 0 0 rg
(. )Tj
ET
EMC
/Article <>BDC
BT
/TT0 1 Tf
14 0 0 14 14 187.1495 Tm
( )Tj
ET
EMC
/Artifact <>BDC
Q
0 0 0 rg
BT
/T1_0 1 Tf
9 0 0 9 18 7.17 Tm
(http://www.afb.org/jvib/jvib980803.asp \(25 of 26\)5/5/2005 8:21:07 AM)Tj
ET
EMC
endstream
endobj
205 0 obj(Generalization and Maintenance of Social Skills of Children with Visual Impairments: Self-evaluation and the Role of Feedback - Social Skills - August 2004)
endobj
206 0 obj<>
endobj
207 0 obj<>
endobj
208 0 obj<>
endobj
209 0 obj<>
endobj
210 0 obj[207 0 R]
endobj
211 0 obj(http://www.afb.org/jvib/jvib980803.asp)
endobj
212 0 obj(Ä \r|Œhv]”qš)
endobj
213 0 obj<>
endobj
214 0 obj<>
endobj
215 0 obj(:46g„y9ðnYbÞ)
endobj
216 0 obj<>
endobj
217 0 obj<>
endobj
218 0 obj<>
endobj
219 0 obj<>
endobj
220 0 obj<>
endobj
221 0 obj<>stream
2005-05-05T08:21:07-04:00
2005-05-05T08:21:05-04:00
2005-05-05T08:21:07-04:00
application/pdf
Generalization and Maintenance of Social Skills of Children with Visual Impairments: Self-evaluation and the Role of Feedback - Social Skills - August 2004
uuid:52ae9790-2c65-46a5-b596-e19ac58dcb0e
uuid:c6c785fa-1e64-4095-b598-5ba9639031fe
Acrobat Web Capture 7.0
endstream
endobj
xref
0 222
0000000004 00000 f
0000000016 00000 n
0000000163 00000 n
0000000244 00000 n
0000000006 00001 f
0000000531 00000 n
0000000044 00001 f
0000000599 00000 n
0000000830 00000 n
0000000932 00000 n
0000000976 00000 n
0000001024 00000 n
0000001874 00000 n
0000002152 00000 n
0000002176 00000 n
0000002346 00000 n
0000002377 00000 n
0000002544 00000 n
0000002728 00000 n
0000002752 00000 n
0000002936 00000 n
0000002960 00000 n
0000003166 00000 n
0000003190 00000 n
0000003385 00000 n
0000003409 00000 n
0000003604 00000 n
0000003628 00000 n
0000003823 00000 n
0000003847 00000 n
0000004042 00000 n
0000004066 00000 n
0000004275 00000 n
0000004299 00000 n
0000004470 00000 n
0000004508 00000 n
0000004676 00000 n
0000004843 00000 n
0000005038 00000 n
0000005062 00000 n
0000005258 00000 n
0000005351 00000 n
0000005443 00000 n
0000006620 00000 n
0000000047 00001 f
0000006858 00000 n
0000006882 00000 n
0000000054 00001 f
0000007078 00000 n
0000007102 00000 n
0000007334 00000 n
0000008552 00000 n
0000008781 00000 n
0000009968 00000 n
0000000059 00001 f
0000010212 00000 n
0000010236 00000 n
0000010405 00000 n
0000010429 00000 n
0000000066 00001 f
0000010650 00000 n
0000010674 00000 n
0000010845 00000 n
0000010869 00000 n
0000011079 00000 n
0000012268 00000 n
0000000073 00001 f
0000012520 00000 n
0000012544 00000 n
0000012715 00000 n
0000012746 00000 n
0000012914 00000 n
0000013121 00000 n
0000000076 00001 f
0000013214 00000 n
0000013238 00000 n
0000000079 00001 f
0000013423 00000 n
0000013447 00000 n
0000000082 00001 f
0000013632 00000 n
0000013656 00000 n
0000000085 00001 f
0000013852 00000 n
0000013876 00000 n
0000000089 00001 f
0000014084 00000 n
0000014108 00000 n
0000014306 00000 n
0000000092 00001 f
0000014399 00000 n
0000014423 00000 n
0000000095 00001 f
0000014621 00000 n
0000014645 00000 n
0000000098 00001 f
0000014843 00000 n
0000014867 00000 n
0000000101 00001 f
0000015065 00000 n
0000015089 00000 n
0000000116 00001 f
0000015325 00000 n
0000015357 00000 n
0000015521 00000 n
0000015619 00000 n
0000015788 00000 n
0000015957 00000 n
0000016126 00000 n
0000016296 00000 n
0000016454 00000 n
0000016625 00000 n
0000016854 00000 n
0000017017 00000 n
0000017167 00000 n
0000018351 00000 n
0000000117 00001 f
0000000118 00001 f
0000000119 00001 f
0000000120 00001 f
0000000121 00001 f
0000000122 00001 f
0000000123 00001 f
0000000124 00001 f
0000000125 00001 f
0000000126 00001 f
0000000127 00001 f
0000000128 00001 f
0000000129 00001 f
0000000130 00001 f
0000000131 00001 f
0000000132 00001 f
0000000133 00001 f
0000000134 00001 f
0000000135 00001 f
0000000136 00001 f
0000000137 00001 f
0000000138 00001 f
0000000141 00001 f
0000018599 00000 n
0000018812 00000 n
0000000169 00001 f
0000018915 00000 n
0000019074 00000 n
0000019196 00000 n
0000019221 00000 n
0000019378 00000 n
0000019562 00000 n
0000019718 00000 n
0000019853 00000 n
0000019930 00000 n
0000020021 00000 n
0000021213 00000 n
0000021460 00000 n
0000021531 00000 n
0000021606 00000 n
0000021661 00000 n
0000021844 00000 n
0000022176 00000 n
0000022312 00000 n
0000022570 00000 n
0000022991 00000 n
0000023428 00000 n
0000023574 00000 n
0000023748 00000 n
0000023922 00000 n
0000024077 00000 n
0000024251 00000 n
0000024428 00000 n
0000000170 00001 f
0000000171 00001 f
0000000172 00001 f
0000000173 00001 f
0000000174 00001 f
0000000175 00001 f
0000000176 00001 f
0000000177 00001 f
0000000000 00001 f
0000024581 00000 n
0000024672 00000 n
0000027926 00000 n
0000030794 00000 n
0000033747 00000 n
0000036436 00000 n
0000039231 00000 n
0000041943 00000 n
0000044594 00000 n
0000047313 00000 n
0000050559 00000 n
0000053354 00000 n
0000056035 00000 n
0000058833 00000 n
0000061580 00000 n
0000064365 00000 n
0000067390 00000 n
0000070094 00000 n
0000073158 00000 n
0000075962 00000 n
0000078744 00000 n
0000081633 00000 n
0000084344 00000 n
0000087073 00000 n
0000089773 00000 n
0000092500 00000 n
0000095224 00000 n
0000098821 00000 n
0000098995 00000 n
0000099033 00000 n
0000099108 00000 n
0000099139 00000 n
0000099241 00000 n
0000099267 00000 n
0000099324 00000 n
0000099360 00000 n
0000099652 00000 n
0000099705 00000 n
0000099740 00000 n
0000099786 00000 n
0000099830 00000 n
0000099874 00000 n
0000099958 00000 n
0000100194 00000 n
trailer
<]>>
startxref
103801
%%EOF