Investigating the Role of Executive Functioning in Appropriate Behavior Development of Visually Impaired School Students

Abstract

Executive function with appropriate behavior is significant for visually impaired students to adjust in an adaptive environment. This study intended to investigate the role of executive functioning in appropriate behaviors of visually impaired school students. The study was quantitative and descriptive. The sample of study included 80 teachers of visually impaired school students from different cities in Punjab. A convenient sampling technique was used to collect data through a self-developed structured questionnaire. The validity of the instrument was assured by the experts’ opinion (N=02). Data were analyzed through descriptive statistics by using SPSS version 21. Frequencies were drawn from the data to reach the findings of the study. The findings of the study revealed that 57.5% of respondents reported that visually impaired students get into trouble starting and completing tasks. However, 51.2% of respondents responded that visually impaired students have self-control over themselves in response to unethical behaviors. The study recommended that particular training should be conducted for teachers to develop goal-oriented behaviors among visually impaired students. Moreover, Teachers should engage visually impaired students in such class activities that could bring effective behavioral change among them.