Best Evidence: O

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Best Evidence OM for Individuals Under 21
Tessa Wright Carlsen, Vanderbilt University Beth
Harris, University of Arizona Eric Sticken,
University of Arizona
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Background
Using the criteria for scientifically based
research as outlined by No Child Left Behind Act
of 2001, PUBLIC LAW 107110JAN. 8, 2002 115
STAT. We sought to determine what the research
base was for orientation and mobility (OM) tools
used with students under 21 years of age since
1965. We defined OM tools as devices manipulated
by the student when traveling including canes,
dog guides, electronic travel devices (ETDs), an
maps.
Inclusion criteria scientifically based,
participants from birth to 21 with a VI,
articles in peer reviewed journals were
preferred, published between 1965 and
2005. Exclusion Criteria non-experimental
works, sighted participants, participants over
21, articles not available in English
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Methods
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• We conducted an exhaustive review of the
  literature.
• Articles meeting inclusion criteria were passed
  along to two expert reviewers so DIADs could be
  completed.
• Effect sizes were calculated for studies
  ultimately included.
• Statistical and narrative synthesis was attempted.

Cohens d was used when possible, if not
possible, other formulas were employed with the
F statistic
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Results
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Conclusion
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• The current studies found several moderate effect
  sizes
• The current literature, however were not
  synchronous enough, however, to allow statistical
  aggregation and analysis.
• Research regarding tactile maps is the most
  prevalent.
• Replication is needed.
• Meta-analysis is not the best method of research
  synthesis on the given topic, perhaps a best
  evidence synthesis would allow for more
  conclusions to be drawn.

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References
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• Berla, E. P. (1973). Strategies in scanning a
  tactual pseudomap. Education of the Visually
  Handicapped, 5, 8-19.
• Berla, E. P. Murr, M. J. (1975). The effects of
  noise on the location of point symbols and
  tracking a line on a tactile pseudomap. The
  Journal of Special Education, 9(2), 183-190.
• Clarke, K. L., Sainato, D. M. (1994). Travel
  performance of preschoolers the effects of
  mobility training with a long cane versus a
  precane. Journal of Visual Impairment
  Blindness, 88.
• Easton, R. D., Bentzen, B. L. (1980).
  Perception of tactile route configurations by
  blind and sighted observers. Journal of Visual
  Impairment and Blindness, 74(7), 254-265.
• Franks, F. L. (1974). Introduction to map study
  Teaching locational and directional referents to
  young blind students. Unpublished doctoral
  dissertation, George Peabody College for
  Teachers.
• Sapp, W. (2003). Cognitive mapping of large
  scale simple environments in 10-17 year old
  children who are blind use of tactual maps,
  tactual models, and verbal descriptions.
  Unpublished dissertation, Vanderbilt University.
• Ungar, S., Blades, M., Spencer, C. (1997).
  Teaching visually impaired children to make
  distance judgments from a tactile map. Journal
  of Visual Impairment Blindness, 91.
• Ungar, S., Blades, M., Spencer, C., Morsley, K.
  (1994). Can visually impaired children use
  tactile maps to estimate directions? Journal of
  Visual Impairment and Blindness, 88.