Frank J. Lane

Dimensionality of the Contact with Disabled Persons Scale: Results from Exploratory and Confirmatory Factor Analyses.

The purpose of this study was to examine the dimensionality of the Contact With Disabled Persons Scale (CDP). An exploratory factor analysis of the CDP yielded three factors: General Interpersonal Contacts, Positive Contact Experiences, and Negative Contact Experiences. A confirmatory factor analysis provided further evidence for the stability and generalizability of this three-factor solution. The CDP factors were also analyzed in the predicted directions, with several attitude measures, other psychosocial instruments, and a set of demographic variables. A discussion of how this scale can be used in attitudes toward disability research is provided.

Looking ahead: planning for the first human intracortical visual prosthesis by using pilot data from focus groups of potential users

In planning for our research teams first human implant of a technologically advanced intracortical visual prosthesis we have conducted three focus groups with blind persons from a pool of likely participants. Guided by the principles of the Independent Living movement and Participatory Action Research (PAR), we asked the participants to share their thoughts and concerns about the procedure. The preliminary results reveal that achievement of the desired highest ethical of informed consent will require extensive pre-operative learning opportunities, such as those provided by these focus groups. Persons who are blind may be motivated to participate in research like this based on a need to know, understand, and explore ones environment, to leave a legacy, and to experience some restored perception.

Responses of potential users to the intracortical visual prosthesis: final themes from the analysis of focus group data

Although visual implant prosthesis projects are advancing, little exists in the literature on the factors that would lead an individual to volunteer for such an experimental procedure. Many ethical issues are raised in recruiting and involving individuals in experimental implant procedures, most involving autonomy and informed consent. This report provides perspectives of 30 totally or legally blind older individuals on their expectations about a potential visual implant, their motivations for volunteering, and the processes they would use for decision making. Data were collected in eight focus groups, using semistructured focus group processes. Among the primary reasons a person with seriously impaired vision would volunteer for a new implant procedure are helping others, exploring the unknown, and restoring perception. The decision to participate in an experimental brain implant procedure is complex. Potential recipients have many questions about the device and the procedure, the perceived risks, and the commitment of a research team to the participants once a device has been implanted. Some would involve their family in a decision; others are more comfortable making the decision independent, after consulting others. The themes identified provide a guide for recruiting and ensuring an ethical experience for participants in experimental protocols. Implications for Rehabilitation The motivation to participate in vision restoration experiments may include altruism and the experience of pioneering research. Phosphenes (dots of light in the visual field) can improve safety and independence of an individual who is blind. The decision to participate in vision restoration experiments is unique for each individual and may include consultation with family members, friends, spiritual guides, individuals who are blind and health professionals.

Examining Technology-Enhanced Coursework in Rehabilitation Counselor Education Using Bloom's Taxonomy of Learning.

The use of technology-enhanced coursework by rehabilitation counselor educators has increased dramatically over the last decade. In many cases, educators are using new technologies to support traditional modes of teaching and learning. Research conducted in technology-enhanced coursework has primarily focused on the cognitive and psychomotor domains of learning. However, little research exists regarding the development of students’ affective knowledge (i.e., feelings, values, attitudes). In this paper, Bloom’s (1956) taxonomy of learning domains is used as a paradigm to examine the strengths, limitations, and unknowns of technology-enhanced training as compared to traditional education settings. A review of empirical evidence and future research directions are discussed to facilitate greater discussion among rehabilitation counselor educators.

Content analysis of the advisory opinion archive of the commission on rehabilitation counselor certification

Rehabilitation counselors are taught to use the Code of Professional Ethics for Rehabilitation Counselors in conjunction with ethical decision-making models to resolve ethical dilemmas. In this article, the authors underscore the importance of consultation in the process of ethical decision making. Advisory opinions provided by the Ethics Committee of the Commission on Rehabilitation Counselor Certification are discussed as one method of consultation. The purpose and the process of requesting advisory opinions are discussed. Additionally, information about the content of the advisory opinion archive maintained by the Commission on Rehabilitation Counselor Certification is provided. All opinions provided by the Ethics Committee between 1996 and 2006 are organized by category and so presented. Implications for counselors and suggestions for utilization of advisory opinions are explored.

Participant perspectives from a cortical vision implant study: Ethical and psychological implications

A total of thirteen individuals were interviewed and asked to describe their experiences of participating in a cortical vision implant study conducted by William Dobelle between 2000 and 2005. The transcripts from the interviews were analyzed using MAXQDA software and themes that resulted from the interviews such as motivation to participate, sensory substitution expectations, decision-making process, experience of artificial vision and functional use of artificial vision is described in depth. Emotional experiences of participating in the study result in ethical and psychological implications for future research.

Perspectives of optic nerve prostheses

Abstract A number of projects exist that are investigating the ability to restore visual percepts for individuals who are blind through a visual prosthesis. While many projects have reported the results from a technical basis, very little exists in the professional literature on the human experience of visual implant technology. The current study uses an ethnographic methodological approach to document the experiences of the research participants and study personnel of a optic nerve vision prosthesis project in Brussels, Belgium. The findings have implications for motivation for participating in clinical trials, ethical safeguards of participants and the role of the participant in a research study. Implications for Rehabilitation Rehabilitation practitioners are often solicited by prospective participants to assist in evaluating a clinical trial before making a decision about participation. Rehabilitation professionals should be aware that: The decision to participate in a clinical trial is ultimately up to the individual participant. However, participants should be aware that family members might experience stress from of a lack of knowledge about the research study. The more opportunities a participant has to share thoughts and feelings about the research study with investigators will likely result in a positive overall experience. Ethical safeguards put in place to protect the interests of an individual participant may have the opposite effect and create stress. Rehabilitation professionals can play an important role as participant advocates from recruitment through termination of the research study. Participant hope is an important component of participation in a research study. Information provided to participants by investigators during the consent process should be balanced carefully with potential benefits, so it does not destroy a participant’s hope.

Rehabilitation Counselors’ Perceptions of Ethical Workplace Culture and the Influence on Ethical Behavior

It is generally accepted that the environment in which a counselor works influences his or her ethical behavior, but there is little empirical examination of this idea within the rehabilitation counseling professional literature. A survey was conducted with a national sample of practicing certified rehabilitation counselors that elicited qualitative data consisting of situations where workplace culture influenced ethical behavior and decision making. Forty percent of the 1,919 respondents provided examples. Qualitative analysis of the data yielded five themes: bureaucracy and resources, workforce, honesty, client welfare, and power differential. Recommendations for policy and future directions for research are discussed.