Jaana Ahonniska-Assa1, Orli Polack2, Einat Saraf3, Judy Wine4, Tamar Silberg5, Andreea Nissenkorn6, Bruria Ben-Zeev6. 1. Edmond and Lily Safra Children's Hospital, Chaim Sheba Medical Center, Ramat Gan, Israel; School of Behavioral Sciences, The Academic College of Tel Aviv Jaffo, Tel Aviv Jaffo, Israel. Electronic address: assa@netvision.net.il. 2. Edmond and Lily Safra Children's Hospital, Chaim Sheba Medical Center, Ramat Gan, Israel. 3. Shirat Halev School, Ministry of Education, Israel; Israeli Rett Syndrome Center, Israel. 4. Israeli Rett Syndrome Center, Israel; Omer Center for Augmentative and Alternative Communication, Israel. 5. Edmond and Lily Safra Children's Hospital, Chaim Sheba Medical Center, Ramat Gan, Israel; Department of Psychology, Bar Ilan University, Ramat Gan, Israel. 6. Edmond and Lily Safra Children's Hospital, Chaim Sheba Medical Center, Ramat Gan, Israel; Sackler School of Medicine, Tel Aviv University, Tel Aviv, Israel.
Abstract
BACKGROUND: While many individuals with severe developmental impairments learn to communicate with augmentative and alternative communication (AAC) devices, a significant number of individuals show major difficulties in the effective use of AAC. Recent technological innovations, i.e., eye-tracking technology (ETT), aim to improve the transparency of communication and may also enable a more valid cognitive assessment. OBJECTIVES: To investigate whether ETT in forced-choice tasks can enable children with very severe motor and speech impairments to respond consistently, allowing a more reliable evaluation of their language comprehension. METHODS: Participants were 17 girls with Rett syndrome (M = 6:06 years). Their ability to respond by eye gaze was first practiced with computer games using ETT. Afterwards, their receptive vocabulary was assessed using the Peabody Picture Vocabulary Test-4 (PPVT-4). Target words were orally presented and participants responded by focusing their eyes on the preferred picture. RESULTS: Remarkable differences between the participants in receptive vocabulary were demonstrated using ETT. The verbal comprehension abilities of 32% of the participants ranged from low-average to mild cognitive impairment, and the other 68% of the participants showed moderate to severe impairment. Young age at the time of assessment was positively correlated with higher receptive vocabulary. CONCLUSIONS: The use of ETT seems to make the communicational signals of children with severe motor and communication impairments more easily understood. Early practice of ETT may improve the quality of communication and enable more reliable conclusions in learning and assessment sessions.
BACKGROUND: While many individuals with severe developmental impairments learn to communicate with augmentative and alternative communication (AAC) devices, a significant number of individuals show major difficulties in the effective use of AAC. Recent technological innovations, i.e., eye-tracking technology (ETT), aim to improve the transparency of communication and may also enable a more valid cognitive assessment. OBJECTIVES: To investigate whether ETT in forced-choice tasks can enable children with very severe motor and speech impairments to respond consistently, allowing a more reliable evaluation of their language comprehension. METHODS:Participants were 17 girls with Rett syndrome (M = 6:06 years). Their ability to respond by eye gaze was first practiced with computer games using ETT. Afterwards, their receptive vocabulary was assessed using the Peabody Picture Vocabulary Test-4 (PPVT-4). Target words were orally presented and participants responded by focusing their eyes on the preferred picture. RESULTS: Remarkable differences between the participants in receptive vocabulary were demonstrated using ETT. The verbal comprehension abilities of 32% of the participants ranged from low-average to mild cognitive impairment, and the other 68% of the participants showed moderate to severe impairment. Young age at the time of assessment was positively correlated with higher receptive vocabulary. CONCLUSIONS: The use of ETT seems to make the communicational signals of children with severe motor and communication impairments more easily understood. Early practice of ETT may improve the quality of communication and enable more reliable conclusions in learning and assessment sessions.
Authors: Melissa Raspa; Carla M Bann; Angela Gwaltney; Timothy A Benke; Cary Fu; Daniel G Glaze; Richard Haas; Peter Heydemann; Mary Jones; Walter E Kaufmann; David Lieberman; Eric Marsh; Sarika Peters; Robin Ryther; Shannon Standridge; Steven A Skinner; Alan K Percy; Jeffrey L Neul Journal: Am J Intellect Dev Disabil Date: 2020-11-01
Authors: Lucia Dovigo; Tindara Caprì; Giancarlo Iannizzotto; Andrea Nucita; Martina Semino; Samantha Giannatiempo; Lia Zocca; Rosa Angela Fabio Journal: Front Psychol Date: 2021-06-24