Abstract
This study examines interactions between students with atypical motor and speech abilities, their teachers, and eye tracking devices under varying conditions typical of educational settings (e.g., interactional style, teacher familiarity). Twelve children (aged 4–12 years) participated in teacher-guided sessions with eye tracking software that are designed to develop augmentative and alternative communication (AAC) skills. Assessments of expressive communication skills before and after the testing period demonstrated significant improvements. 164 sessions conducted over a 3-month period were analyzed for positive engagement (e.g., gaze direction, session time) and system effectiveness (e.g., lag time, gaze registration) between integrated and non-integrated systems. Findings showed that integrated systems were associated with significantly longer sessions, more time spent looking at the screen, greater proportion of gaze targets registered by the system, and higher response rate to prompts from teachers. We discuss the implications for the facilitated use of eye tracking devices in special education classrooms.
Highlights
This study examines interactions between students with atypical motor and speech abilities, their teachers, and eye tracking devices under varying conditions typical of educational settings
With regard to the first research question, what are the effects of facilitated sessions with eye tracking software on the communication skills of learners with complex communication needs? We found a significant improvement in their communication skills
Our findings suggest that engaging in facilitated eye tracking software can help children with severe motor and speech impairments develop communication skills and offer evidence for eye tracking alternative communication (AAC) software to be used as part of an intervention strategy to support children with complex communication needs in special education settings
Summary
This study examines interactions between students with atypical motor and speech abilities, their teachers, and eye tracking devices under varying conditions typical of educational settings (e.g., interactional style, teacher familiarity). Children with Rett syndrome (a neurodevelopmental disorder caused by the mutation of the X-linked MECP2 gene) often have difficulty speaking and using their hands for sign language or using a computer mouse and traditional touch screen interfaces. This is partly due to difficulty in planning and coordinating motor movement (i.e., apraxia; Cass et al, 2003; Djukic & Valicenti McDermott, 2012). This study serves to fill this gap by examining interactions between students with severe motor and speech impairments, their teachers, and eye Journal of Special Education Technology XX(X)
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