Group One - Cognition Baseline Report –16.9.14

Pupil C

Pupil C is a 5 year old male who has a diagnosis of Spastic Quadriparesis, Bilateral Periventricular Leukomalacia, and Cerebral Palsy. He has cerebral visual impairment, a mild turn (squint) in the right eye and nystagmus. Currently professionals have been working on developing functional communication skills through the use of Alternative and Augmentative Communication systems. Pupil C appears to understand some language within context. Pupil C has been assessed as working within the level of P2 and is currently working on Routes For Learning. Within his current IEP he is working on:
  • Route 18 Redirect attention to a second object.
  • Looks briefly after disappearing object.
  • To work on eye gaze technology at a sensory level with VI.

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 C enjoys listening to the music and does not show an awareness of the video until 30 seconds into the clip. At this point he dwells on the main character on the screen for 5 seconds. He does not appear to show an awareness of the face at this point.


Pupil C looks away from the screen with his head down until 48 seconds into the clip. At this point his attention returns to the screen and he looks at various points on the screen.


From 48 seconds into the clip pupil C remains interested in the clip and various heat spots can be detected. At 1 minute 16 seconds pupil C dwells on the face of the character.


He then appears to look down the length of the character face, neck and shoulders. (These heat spots are not directly on the character but the pupil had moved out of position slightly). Similarly this happens again at 1minute 51 seconds.

Video 2 ‘ROAR’ Katy Perry music video.

Pupil C attends immediately to the video. He looks fleetingly at the whole screen, however the heat spots are primarily found at the bottom half of the screen. This is evident through many sections of the clip as pupil C often rests his head on his wheelchair tray. After 14 seconds more heat spots reappear with the appearance and movement of the main characters of the video clip.


At 23 seconds the first gaze plots appear (gaze plot 2 and 3). Pupil C appears to be aware of the person in the clip as the plots and heats spots are concentrated around the face and body.


At 24 seconds the gaze plots 4 to 7 appear. Pupil C’s gaze is fairly central to the screen and appears to be looking at a large white image on a dark background. For the next 10 seconds pupil C remains fairly focussed on the screen and a number of green heat spots can be identified on the lower third of the computer screen (again indicating pupil C’s head position). More evidence of this can be identified after 38 seconds, where heat spots appear to the bottom half of the screen.


Video 3 Minions Song.

Pupil C was shown this clip on four times over two sessions. No recordings of the pupils eyegaze were recorded. This was thought to be due to the sequence of which the clips were shown. In future sessions this clip could be shown first.

Video 4 Powerpoint of still images - faces.

During this powerpoint, pupil C is recorded making the highest number of gazes and at the fastest rate. Pupil C fixates on more than half of the slides and also the fixations appear to be more accurate than the earlier video clips.

During this recording there is evidence which suggests that pupil C is interested in the faces of characters and people. This is demonstrated firstly on slide 2, where a heat map spot on the blue puppet can be identified (0.06 sec).


This is again apparent on slides 3 and 4. Pupil C looks at the small pigs face (0.10 sec) and at fireman Sam’s nose at gaze plot 2 (0.15 sec).


On slides 8 and 9 pupil C appears to search the images in an organised way. On slide 8 heat spots can be seen from left to right in a linear formation, following the line of objects and people. On slide 9 the pupil identifies the people and then background objects.


Pupil C appears to find still image presentation easier to fixate on, the insertion of a sound as the clip changes allows the pupil to retain and maintain focus.

These results heavily suggests that the pupil cannot yet get meaning from moving images and that he is only focusing on the sound stimulus in the videos. This has obvious implications for the teaching of two of his IEP targets-
  • Route 18 Redirect attention to a second object.
  • Looks briefly after disappearing object.

As he has obvious issues with tracking moving objects.

The next stage with this pupil is to assess whether pupil he has any colour, background or shape preference and to continue to assess whether he can track any simpler, slower moving video clips. This will be done closely with the Visual Impairment service.

Pupil D