Group One - Cognition Baseline Report –16.9.14

Pupil B


Pupil B is a 6 year old male who has a diagnosis of Global Developmental Delay, Macrocephaly and feeding problems. He experiences speech and language delay (both expression and understanding) and sensory integration problems. He has no significant problems with vision. He demonstrates limited communication and is non-verbal. Pupil B has been assessed as working between the levels of P2 and P3 and is currently working on Routes For Learning. Within his current IEP he is working on:

Looking backwards / forwards between two objects.
Repeats action when first attempts unsuccessful
Selects from two or more items

Baseline Results:


The student watched a number of still images and video clips which were recorded using the Tobii Gaze Viewer.

Video 1 ‘Frozen’ song video clip.


Pupil B shows immediate interest at the video on screen, shown by gaze plot 1 appearing after 1 second. Pupil B scans the right of the screen demonstrated by the heat map images, however it is for a short period of time.

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By gaze plot 3 pupil B identifies the characters form, however he does not explore the characters body or face at this point.

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At gaze plots 4 to 9 pupil B looks at a tool bar (that accidently appears on the screen) in some detail. This may suggest that he has more of an interest in images that take this form and less of an interest on the faces and characters on screen. Similarly gaze plot 30 also suggest this, after a period of limited attention to the screen, pupil B’s attention is captured when another tool bar appears on screen.

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Despite this, Pupil B does show interest in the character at gaze plot 20 to 24. Here he looks at the body, face and mouth. Heat map evidence at plots 23 to 24 show that the pupil follows the character up a staircase, no plots were recorded at this points which suggests that the gaze was fleeting.


Video 2 ‘ROAR’ Katy Perry music video.

Pupil B attends immediately to video clip, the first gaze plot appears before 1 second. It then appears that pupil B identifies the text on the screen, shown in gaze plot 1,2 and 3.
The following plots up to 14 show pupil B scanning the screen and finding the largest image. At plot 23 he identifies a person on the screen, he tracks this person but his focus remains on the body and not on the face until gaze plot 35. At this point he gets distracted and looks at things in the room.

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In contrast to the previous clip of ‘Frozen’, pupil B seems interested in the characters faces. At gaze plot 44 he looks a the male face then at 48, 49 and 50 he returns to the female face paying particular attention to the eyes. This could be taken as initial evidence that he has achieved his IEP target of 'Looking backwards / forwards between two objects.'

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Pupil B also demonstrates that he is able to track larger movements made in the clip. He tracks the characters running at gaze plot 58 to 61. He also follows hand movements at gaze plot 82 and 83. Towards the end of the clip he follows the characters as they move to the bottom right of the screen (gaze plot 117 to 123). Pupil B also identifies finer details in the video clip. He focusses on the eyes / stars at gaze plot 105 / 106, the water lilies at 123 and spots the tiger at 57 to 59.


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Video 3 Minions Song.

Again pupil B attends immediately. He follows some of the movements in the video, shown at gaze plots 1 to 7. However he does not track the characters as they enter and leave the screen.
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Pupil B appears to pay more attention to the loudest character in the video, or the character that is signing at that time. For example at gaze plot 19, 20, 21 the pupil focuses on the face and mouth of the loudest character and again at gaze plot 68 and 69 he spends more time looking at the character that is singing the loudest.

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Pupil B has a systematic approach to viewing what is presented on the screen. He looks at all four characters systematically from right to left (gaze plot 50 to 57). Again this can be taken as evidence of him achieving the IEP target of looking backwards and forwards between two objects as he is clearly looking at each of the four characters.

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During this clip the pupil is frequently distracted. He doesn’t attend to the video after 28 seconds of viewing it and through a section of the clip there is evidence that he fleetingly looks at the screen, indicated by the green heat map plots. At gaze plot 71 his attention is lost and the video is terminated soon after.

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At gaze plot 71 his attention is lost and the video is terminated soon after.

Video 4 Powerpoint of still images - faces

Pupil B immediately looks at the screen and particularly at the tool bar. He scans the images but generally doesn’t spend much time looking closely at the faces, until slide 4 of the presentation (fireman Sam).

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Here he looks closely at the face and eyes (gaze plot 28 to 34). He also looks at finer detail, at the badge on the hat at gaze plot 40 to 41.

On slide 7 he scans the three faces in the images and also looks at fine detail when looking at the ducks (gaze plot 66).

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At gaze plot 76 he looks at the boat which appears in the background of slide 8 and again on slide 9 he is interested in the background of the park (gaze plot 79 to 82).

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On slide 10 pupil B spends time attending to the image of the babies face. He looks closely at he eyes and at gaze plot 92 he dwells on the eye before scanning the image of the hat.
At gaze plot 111 he is distracted and his gaze leaves the screen. At gaze plot 121 he returns to the screen. At this point he has a detailed look at the face and mouth (gaze plot 125 to 130).

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Pupil B is able to maintain his focus when the clips are moving and when slides are transitioned every 3 to 5 seconds. He could track movements, and search for finer detail.


The baseline information collected, would suggest pupil B demonstrates strong eye gaze and visual tracking skills. He is less likely to focus on eyes and appears to prefer background details, tool bars etc. The Tobii gaze viewer can next be used to gain an insight into his cognitive ability including memory, attention and receptive language abilities.

Pupil C