by Sandy Masayko
The AT Department at Easterseals is involved in action research in the field of eye gaze technology for young children. In November, the Easterseals AT Department hosted Dr. Maria Borgestig from Linkoping University in Sweden and Dr. Namrata Grampurohit of Thomas Jefferson University to develop our collaboration on research into eye gaze technology for young children. Dr. Borgestig guided the Easterseals AT Team in the implementation of several standardized measurements, and we shared the results of our own Easterseals eye gaze study, which is now in its third year. Dr. Grampurohit is collaborating with us in obtaining IRB (Institutional Review Board) approval for our study through Jefferson and our collaboration with the Swedish study. Currently, three children are enrolled in the Swedish study and seven children are enrolled in the Easterseals study. This is unfunded research which we are completing to help us make the best decisions possible about our children.
Hello, I was wondering if you could provide additional information or research on the topic of eye gaze and communication and possibly contact information for someone that would be able to answer any questions. I am currently working with a student that uses this technology and want to know more about it. Thank you in advance for your help.
Here are some resources from a paper we published in OT Practice 9.10.18:
Implementing Eye Gaze Technology with Young Children with Complex Needs
(1) Borgestig, M., Sandqvist, J., Ahlsten, G., Falkmer, T., & Hemmingsson, H. (2016). Gaze-based assistive technology in daily activities in children with severe physical impairments–An intervention study. Developmental Neurorehabilitation. doi:10.3109/17518423.2015.1132281
(2) Borgestig, M., Sandqvist, J., Parsons, R., Falkmer, T., & Hemmingsson, H. (2016). Eye gaze performance for children with severe physical impairments using gaze-based assistive technology–A longitudinal study. Assistive Technology. doi:10.1080/10400435.2015.1092182
(3) Ryttersotrom, P., Borgestig, M., & Hemmingsson, H. (2016). Teachers’ experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech. European Journal of Special Needs Education. doi:10.1080/08856257.2016.1187878
(4) Palisano, R., Rosenbaum, P., Bartlett, D., Livingston, M. (2007). Gross Motor Function Classification System Expanded and Revised. Retrieved from: https://www.aacpdm.org/UserFiles/file/BRK27-Willoughby.pdf
(5) Eliason, A.C., Krumlinde Sundholm, L., Rosblad, B., Arner, M., Oval, A.M., Rosenbaum, P. (2010) The Manual Ability Classification System (MACS) for children with cerebral palsy. Retrieved from: http://www.macs.nu/files/MACS_English_2010.pdf
(6) Hidecker, M.J.C., Paneth, N., Rosenbaum, P.L., Kent, R.D., Lillie, J., Eulenberg, J.B., Chester, K., Johnson, B., Michalsen, L., Evatt, M. & Taylor, K. (2011). Developing and validating the Communication Function Classification System for individuals with cerebral palsy, Developmental Medicine and Child Neurology. 53(8) 704-710. Doi: 10.1111/j.1469-8749.2011.03996.x, PMCC3130799.
Frost, Lori and McGowan, J.S., Strategies for transitioning from PECS to SGD. Part I: Overview and Device Selection. ASHA, Perspectives on Augmentative and Alternative Communication, 2011, 20 (4), 114-118
Frost, Lori and McGowan, J.S., Strategies for transitioning from PECS to SGD. Part II: Maintaining Communicative Competency. ASHA Perspectives on Augmentative and Alternative Communication, 2012, 21(1), 3-10
Townend, G. S., Marschik, P. B., Smeets, E., Van de Berg, R., Van de Berg, M., & Curfs, L. M. (2016). Eye gaze technology as a form of augmentative and alternative communication for individuals with Rett Syndrome: Experiences of families in The Netherlands. Journal of Developmental and Physical Disabilities. doi:10.1007/s10882-015-9455-z