Group two - Receptive Language Baseline Report - 26.01.15

Pupil B

Pupil B is 14 year old young man with a diagnosis of severe learning difficulties and complex special needs (chromosome 8 terminal deletion and translocation chromosome 13 and 14). Pupil B also has glue ear and astigmatism. Speech and language reports explain that pupil B motivated by adult interaction, has good situational understanding of language. He finds it difficult to scan pictures for information. He expresses himself using gesture and a few simple utterances and signs.
The current IEP targets for pupil B are:
Explore 3D solids, fitting together, stacking, posting into shape sorter, sorting by colour. PIVATS SS&M P3i
Develop enjoyment of books/stories/reading by recognising front and back of book, holding the book the correct way, mimic reading by pointing at words from left to right, turning pages and pointing to parts of picture and symbols when requested. PIVATS READING P4
Explore environment independently and enjoy playing/tasks/activities independently. PIVATS PSD Independence P4

Results:

Pupil B watched a selection of short video clips with varying content.

Video 1: The Muppets

Pupil B attends immediately to clip after 0.01 seconds. Many heat spots can be found covering a large area on the screen. This is followed by rapid sideways glances (at gaze plot 30 to 35) and more focussed looking at the screen (35 to 39).
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As the clip continues pupil B spends time examining main characters.
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In the above clip he can be seen looking back and forth at the characters, especially when they move. (gaze plots 56 to 62). As the clip continues Pupil B has fleeting glances at the screen, then his attention moves to something in the classroom and the recording is terminated.
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Video 2: Animal Clips


Again pupil B attends very quickly to the clip. Initial glances are fleeting and cover a large area of the screen. Gaze plots 1 and 2 demonstrate that pupil B has an awareness of two points of interest in the clip, the two different animals.

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A period of more focussed looking then follows. Here pupil B appears to track the movement of the animals in the clip and predicts the finial destination.

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At gaze plots 8 to 13, when the animals movement is not as frequent, pupil B has a more focussed look at the animal, searching its shape and then continuing to look at other features in the clip. The gaze then becomes more fleeting until the image changes. At gaze plot 29 to 33, pupil B spends time looking at the animals face.

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During the next clip, pupil B identifies the main character in the image and is able to track, the fast movement of the animal. This is evident in gaze plots 34 to 50 .
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Clip 3: Barefoot Books


This clip is a sung story. Pupil B again attends to the video fairly quickly. He initially looks at the monitor before focussing on the main image of the video. At gaze plot 7 to 18, pupil B focusses on the man driving a tractor, then looks for additional detail and finds the animals and the text.


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Pupil B re-focusses his attention at gaze plot 22 and 23, where his gaze is mainly focussed on the background.

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As the video continues, pupil B has periods of time where he is not focussed on the screen. The gazes that follow are mainly concentrated on the animals, paying particular attention to their faces. This can be seen at gaze plot 29 to 35, 44 and 45 and 51 to 58.
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Video 4: Kipper power point story.


Pupil B shows some interest in the story but this is fleeting and for a short period of time. This clip is the only one of the four which does not have music or sound accompaniment. At the time of recording it was felt that this had an impact on pupil B’s attention span and ability to refocus.

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Conclusion:


The baseline information collected, would suggest that pupil B demonstrates periods of attention and the ability to visually track objects. He shows a preference to faces and facial features, including animal faces.
Pupil B appears to rely heavily on sound or musical accompaniment, which effects his level of concentration.
The Tobii Gaze Viewer could next be used to gain further insight into pupil B’s cognitive abilities, especially attention and receptive language skills.
Also work can be completed to gain evidence to support the achievement of the current IEP targets (Develop enjoyment of books/stories/reading by recognising front and back of book, mimic reading by pointing at words from left to right, pointing to parts of picture and symbols when requested. PIVATS READING P4).


See pupil C evidence