Week 3

The topic I chose to research is moving from simple eyegaze to scanning. I found one article from the solutions site that discussed this concern.

I am working with a student who has severe and profound disabilities and was tested in a private setting.
We are having a great deal of difficulty making the transition from eyegaze to scanning in the classroom.

The problems we have encountered are:
1)he does not have the strength to keep the scanner going and it resets everytime a staff member lets go of the switch.
2) lack of training for staff, parent, caregivers on how to use the scanner to have any success.
3) almost a year lag between recommendation and receipt of equipment.
4) no follow up from the communication center to help us solve initial problem.
5) refusal of members of staff to use technology because, "it's too hard", "it's a waste of time", and, "he can't do it".
6) student's difficulty concentrating on one activity when there are many things going on in the classroom.
7) student has lost much strength due to 3 episodes of hospitalization and pneumonia this school year.

The article that I have selected is, "Look who's looking now" ; by Deanna Wagner and Gretchen Hanser in the June/July edition of 2000.
http://www.closingthegap.com/ctg2/solutions/editorial_detailsinline.lasso?Solutions_EditorialID=E434&-session=XServeAuthenticate:4BB1675404f5425DA6iXl369D00A

The article examines the steps the authors suggest can be taken to analyze why a person is not being successful with AAC materials by using the SETT framework. It also suggests many solutions that can be systemically tried to solve the problems.
As discussed by the authors, a student needs many different types of communication tools to use throughout the day.
Two different students were highlighted in the article. Using the SETT framework the students were characterized by background information, the environment, tasks that are expected, and tools and strategies that can be used for the student to succeed.
This specific article gives some concrete, common sense suggestions that sometimes we are too concerned with ACC to look for more step by step solutions to our problems. We are looking for a forest insteading of seeing the trees.
I shared the article with the school OT and we are now using two of the suggestions made in the article.
We are now teaching the student multiple steps to make choices without the use of the switch until he regains some of his strength. We are employing the suggestions given by the authors and have had success with the following suggestions:
Our OT uses the single switch that says, "That's the one";
I have started using a clear eyegazing board with 3 choices for the student to choose instead of trying to give him more options than he can handle at this time.
He had previously had 2 choices where he moved his head and eyes to make choices for correctly answering questions.
The data from the clear eyegaze board and brightly colored picture choices is showing slow steady progress. I review the pictures in order 3 times and explain what we need (ex: I need you to find what we use to drink from) He has a choice of a glass, plate, and flower. His accuracy is now at 50%. We have 4 different sets of pictures and questions. We change the order of the sets, but not of the pictures and questions.
This week i am planning to include the use of a flashlight attached to a headband to choose responses to questions. I will use the flashlight first to let him see the flashlight showing answers and then gradually have him operate the light. This will be a work in progress, so please stay tuned!