Foundation Phase 2015 cohort
Pupil D

1. Pupil D is a 7 year old male with a diagnoses of __Quadriplegia Cerebral Palsy__. He has limited movement and displays uncontrolled movement at times, especially when excited. Pupil D wears hearing aid and is working on tolerating them for longer periods. Pupil D has been assessed as working between the levels of P3ii and P4.

Within his current IEP, he is working on:


To use between 10-50 words, signs or symbols with reference to familiar objects; begins to communicate about events and feelings.

To maintain range of movement in both legs.

To apply potential solutions systematically to problems; to actively explore objects and events for more extended periods of time.



Picture 1 shows that Pupil D attends to the screen immediately after the ‘record’ function was turned on. Pupil D follows the mouse and is interested in the actions occurring on the screen.
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Once the animation begins, Pupil D immediately smiles and starts to vocalise. This animation is a preferred stimuli and one that pupil D had studied in class. This suggests that Pupil D is able to communicate likes and dislikes as well as suggesting that he has good memory of previously studies stimuli.


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It is important to note that Pupil D accesses the ‘Eye Gaze’ system regularly within class. Consequently, at times, he was looking around the screen and trying to manipulate an action and cause an effect. Picture 2 shows Pupil D gaining control on the settings window.
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Pupil D attends to all animation on the screen. He will attend to new information as it enters the screen and will track all movement. This suggests that Pupil D has a very strong eye gaze and has good visual accuracy and co-ordination. He seems to have a clear focus and is able to track busy, colourful environments.
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Pupil D appears to attend the face of the character In the wheel chair. He gazes at the girl’s face and takes time to look up and down the face in a systematic manner.

At 3.14 minutes, Pupil D does not attend the screen for approximately 30 seconds. During this time, he plays with his hearing aid and attempts to pull it out.

Pupil D
Still images
When presented with the slide show of still images, Pupil D continually scanned the screen, looking at buttons and waiting for a reaction from his movements. When the slide changed, Pupil D seems to attend to the change and then scan the rest of the screen, anticipating reaction.

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Here, it can be seen that Pupil D attends to the change in picture, but once he realises that there is no animation or movement, he scans the rest of the screen seeking a reaction.
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However, when presented with a picture of children’s faces which are looking at the screen/ camera, Pupil D systematically tracks each face with interest. He dwells at the area for some time, sustaining interest. Perhaps this suggests, that Pupil D is not as interested in still images when compared to a moving stimuli but does appear to be more interested when the still image is of faces which appear ‘straight on’ and looking at the camera. This however, appears only to be true with real faces as Pupil D does not seem interested in a face on image of Fireman Sam.
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Pupil D Minions (loud)
Again, pupil D attends to the screen immediately. He attempted to track the character jumping on the screen which are moving at a fast pace. It seems that pupil D does not attempt to track the jumping character as it jumps on and off the screen.
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Between plots 33-40, Pupil D attends the two characters; he looks back and forth between both characters when they are having a conversation. He appears to track the conversation suggesting that he is aware of them turn taking during this conversation.
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However, although pupil D attends the conversation, he does not look at the topic of the conversation; the banana, despite it being the focus of the two characters, it being moved rapidly by the minion and the word ‘banana’ being said several times.
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Pupil D appears to systematically track most of the characters during the next clip. He attends to the minion who starts singing first and then attends to the louder and more animated minions next. He appears to attend the eyes and the mouth of each of the characters as they sing.


Pupil D attends to the screen immediately and scans the screen, not focussing on any aspect in particular.



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Pupil D does attend and track the moving objects that appear on the screen during plots 30-35. As can be seen in the picture on the left, Pupil D tracks the character as it moves up the screen.
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In this picture, Pupil D attends to the main character and appears to predict that the character will appear in the right hand side of the screen and attends and dwells at this point for some time. Perhaps this is a familiar song to him.
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Pupil D
Roar

Pupil D attends to the screen immediately and tracks the whole screen. Throughout the filming, pupil D attends to the screen, but, at times, seems to not track anything specific on the screen. Due to the fast pace of the video, this could suggest that pupil A needs time to process things and needs activities given to him at a slower pace.
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What is also interesting to note is that pupil D appears interested in time bar at the bottom of the page. During the video he attends to the bar on a number of occasions and seems to track the bar as it moves along.

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Consistent with other videos, Pupil D appears to attend to faces which are presented ‘face on’ on the screen. Again, Pupil; D attends to these images when they are on the screen for some time, giving him a chance to gaze and dwell at the image. This suggests that Pupil D would benefit from being spoken to face on, allowing him the best chance to attend to the person speaking to him.