Problem Behavior and Developmental Tasks in Adolescents with Visual Impairment and Sighted Peers

Autor/inn/en	Pfeiffer, Jens P.; Pinquart, Martin
Titel	Problem Behavior and Developmental Tasks in Adolescents with Visual Impairment and Sighted Peers
Quelle	In: International Journal of Developmental Science, 7 (2013) 3-4, S.133-142 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2192-001X
DOI	10.3233/DEV-120102
Schlagwörter	Longitudinal Studies; Adolescents; Behavior Problems; Adolescent Development; Visual Impairments; Correlation; Child Behavior; Screening Tests; Questionnaires; Foreign Countries; Secondary School Students; Hypothesis Testing; Pretests Posttests; Grades (Scholastic); Predictor Variables; Blindness; Factor Analysis; Germany; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Visual handicap; Sehbehinderung; Korrelation; Screening-Verfahren; Fragebogen; Ausland; Sekundarschüler; Hypothesenprüfung; Hypothesentest; Notenspiegel; Prädiktor; Blindheit; Faktorenanalyse; Deutschland
Abstract	This longitudinal study analyzed associations of problem behavior with the attainment of developmental tasks in 133 adolescents with visual impairment and 449 sighted peers. Higher levels of initial problem behavior predicted less progress in the attainment of developmental tasks at the one-year follow-up only in sighted adolescents. This association was significantly more negative in sighted adolescents than in adolescents with visual impairment. In addition, we found that a higher initial attainment of developmental tasks was associated with lower levels of problem behavior at follow-up only in the sighted group. Only adolescents with visual impairment who experienced a setback (losing a romantic partner) showed an increase in problem behavior. Therefore, this group needs more support when facing setbacks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01