Present Level of Academic Achievement and Functional Performance: Sarah can use eye gaze fairly
successfully to indicate her wants and needs when items are appropriately
displayed so that her communication partner can tell what she is gazing at. She
currently makes a grunting sound to greet others, to get attention, and to
represent both yes and no. She has recently been using a four-message output
device and is having some success at making choices. Sarah travels
independently about the school in her power chair.
Annual Goal: Sarah will interact with others in the school environment in four
out of five opportunities to indicate her preferences and needs using voice
output devices and eye gaze strategies.
STO 1: When provided with a single message voice output device on her
wheel chair, Sarah will use it to greet peers in the hallways, lunchroom and
classroom 100% of the time
STO 2: Using an eye gaze frame mounted on her wheelchair, Sarah will
indicate her preference between four choices 80% of the time on five random
trials.
STO 3: When asked “yes/no” questions, Sarah will indicate “yes” with a
smile and eye contact with communication partner, and “no” by looking down at
her wheelchair tray for at least three seconds 90% of the time on 10 random
trials.
STO 4: When provided with a preprogrammed four message voice output
device, Sarah will participate in story time by using repetitive phrases,
requests to “hear more”, “turn the pages” etc., appropriately 80% of the time
during five random trials
Two types of eye-gaze tracking technology that would work for Sarah would be a low-tech version and a high-tech technology version. The low-tech version, pictured on the left below, would be a very simple to make and use version with Sarah and her peers. At lunch and in the hallways, students would be able to use this easily, and possibly even make their own if they know what they’d like to ask or talk to Sarah about ahead of time. The high-tech version, pictured on the right, is a method for Sarah to interact in a more educational setting, with expected language and responses already on the device, just awaiting her response.
Two types of eye-gaze tracking technology that would work for Sarah would be a low-tech version and a high-tech technology version. The low-tech version, pictured on the left below, would be a very simple to make and use version with Sarah and her peers. At lunch and in the hallways, students would be able to use this easily, and possibly even make their own if they know what they’d like to ask or talk to Sarah about ahead of time. The high-tech version, pictured on the right, is a method for Sarah to interact in a more educational setting, with expected language and responses already on the device, just awaiting her response.
No comments:
Post a Comment