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O'Neill (2017) 10/11/17
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Inves&ga&on of Eye Gaze on AAC Visual Scene Displays with a Naviga&on Menu by Individuals with Au&sm Spectrum Disorder, Down syndrome, and Intellectual and Developmental Disabili&es Tara O’Neill, M.S.,CCC-‐SLP
Acknowledgements
The data I will present today is part of the RERC on AAC research project funded by a grant from the Na&onal Ins&tute on Disability, Independent Living, and Rehabilita&on Research (NIDILRR grant #90RE5017) inves&ga&ng the visual cogni&ve processing demands of AAC interfaces (Light, Wilkinson, Beukelman, Fager, Jakobs, & Hershberger, 2014)
Adop&on and meaningful use
Fit
What is the goal? How to we achieve this goal?
O'Neill (2017) 10/11/17
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Visual cogni&ve processing and AAC § Communica&on via AAC requires the use of an external display that is accessed and represented visually
§ Processes of visual cogni&on are cri&cal to using AAC: § Visual acen&on: required to perceive images/concepts on displays § Visual recogni&on: (objects, people, faces): required to discriminate between and
iden&fy concepts § Spa&al representa&on: (ability to imagine objects/images in space): required to recall
where something is on a display
Wilkinson & Jagaroo, 2004
Experimental Setup Infrared light projec&on strip
Infrared light detec&on camera
S&mulus presenta&on monitor
Data presenta&on and acquisi&on computer
Why visual scene displays? (VSDs)
interac&on
meaningful event
naviga&on menu
Par&cipants and s&muli Par&cipants: Individuals with typical development, au&sm, Down syndrome, and intellectual and developmental disabili&es
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Q1: What elements of the display capture visual acen&on?
Q2: How efficient and accurate are
par&cipants in arriving at the cued target?
Procedures and Ques&ons
Q3: How does the loca&on of the naviga&on menu affect acen&on and performance?
group number gender (% male)
CA mean range
PPVT SS mean (sd) range
PPVT age equivalent
sampling %
TD children 20 50% 4;1 (3;2-‐5:2)
114 (14) 87-‐137
5;1 (2;6-‐7;4)
67
ASD 16 100% 14;7 (7;4-‐19;5)
37 (24) 20-‐90
4;2 <1;11-‐10;1
65
DS 15 40% 17;8 (9;10-‐34;11)
52 (17) 22-‐74
4;6 2;7-‐11;10
67
IDD 15 47% 15;11 (10;7-‐25;0)
53 (23) 20-‐81
5;11 (<1;11-‐9;11)
68
Par&cipants
Q1: What elements of the display capture visual acen&on?
Q1a. How is acen&on divided between the main VSD and the naviga&on menu (bar) during free viewing?
VSD
menu
Summary data across groups
56% 61% 66% 61% 41% 34% 28% 34% 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
TD children ASD DS IDD
Percent &
me
VSD bar
39%
78%
58%
14% 0%
20%
40%
60%
80%
100%
Percent &
me
TD
VSD bar
43%
86%
55%
14% 0%
20%
40%
60%
80%
100%
Percent &
me
ASD
VSD bar
41%
81%
56%
18% 0%
20%
40%
60%
80%
100%
Percent &
me
DS
VSD bar
33%
95%
61%
3%
0%
20%
40%
60%
80%
100%
Percent &
me
IDD
VSD bar
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Ques&on 1a Implica&ons
§ Large and prominent human figures in VSD did not preclude acen&on to menu § Small human figures in menu did not distract from VSD
§ The use of a naviga&on menu with thumbnails of possible displays, which has ben shown to reduce the learning demands of naviga&on (Drager et al., 2004), also appears to facilitate desirable pacerns of visual acen&on
Q1: What elements of the display capture visual acen&on?
Q1b. What acracts acen&on within the VSD?
Summary data across groups
background
children
Shared interest 51% 44% 52% 50% 31% 32% 23% 25% 19% 24% 24% 25%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
TD children ASD DS IDD
Percent &
me
children shared interest background
0%
20%
40%
60%
80%
100%
TD
children shared ac&vity background
0%
20%
40%
60%
80%
100%
ASD
children shared ac&vity background
0%
20%
40%
60%
80%
100%
DS
children shared ac&vity background
0%
20%
40%
60%
80%
100%
IDD
children shared ac&vity background
0%
20%
40%
60%
80%
100%
TD1
TD2
TD3
TD4
TD5
TD6
TD7
TD8
TD9
TD10
TD11
TD12
TD13
TD14
TD15
TD16
TD17
TD18
TD19
TD20
TD
meaningful non-‐meaningful
0%
20%
40%
60%
80%
100%
ASD1
ASD2
ASD3
ASD4
ASD5
ASD6
ASD7
ASD8
ASD9
ASD10
ASD11
ASD12
ASD13
ASD14
ASD15
ASD16
ASD
meaningful non-‐meaningful
0%
20%
40%
60%
80%
100%
DS1 DS2 DS3 DS4 DS5 DS6 DS7 DS8 DS9 DS10 DS11 DS12 DS13 DS14 DS15
DS
meaningful non-‐meaningful
0%
20%
40%
60%
80%
100%
IDD1 IDD2 IDD3 IDD4 IDD5 IDD6 IDD7 IDD8 IDD9
IDD10
IDD11
IDD12
IDD13
IDD14
IDD15
IDD
meaningful non-‐meaningful
Meaningful= children and shared ac&vity, non-‐meaningful= background
O'Neill (2017) 10/11/17
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IDD
We need to make an adjustment to accommodate for naturally occurring differences in the size of elements across photographs . Here’s an example…
A child who spends 30% of his &me looking at the children in this picture is looking at them more than expected based on size.
A child who spends 30% of his &me looking at the children in this picture is looking at them less than expected based on size.
8% 65%
30%/8%= 3.75 The children are looked at more than expected based on size
30%/65%= 0.46 The children are looked at less than expected based on size
So, a ra&o of greater than one indicates an element is looked at more than expected based on its size
0.00
0.50
1.00
1.50
2.00
2.50
TD ASD DS IDD
Ra&os across groups
children shared ac&vity background
0
1
2
3
4
5
6
TD ra&os
children object background
0
1
2
3
4
5
6
ASD ra&os
children object background
0
1
2
3
4
5
6
DS ra&os
children object background
0
1
2
3
4
5
6
IDD ra&os
children object background
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Ques&on 1b Implica&ons § The same elements that are included in VSDs in order to scaffold language (humans and shared events), acract preferen&al acen&on from par&cipants across groups § Acen&on to shared event may indicate gaze following § Par&cipants acended to these elements without becoming distracted by
background items § These elements may confer advantages for language learning and visual cogni&ve
processing
§ When we adjust for the size that the elements occupy, § Par&cipants with ASD do not look at children significantly more than expected
based on size § Par&cipants with DS spend less &me on the shared ac&vity
Q3: How does the loca&on of the naviga&on menu affect acen&on and performance?
Q3a. How does the loca&on of the menu affect acen&on during free viewing?
0%
20%
40%
60%
80%
100%
top bocom leq right
TD percent &me in VSD by bar loca&on
children shared ac&vity background
0%
20%
40%
60%
80%
100%
top bocom leq right
ASD: Percent &me in VSD by bar loca&on
children shared ac&vity background
0%
20%
40%
60%
80%
100%
top bocom leq right
DS: Percent &me in VSD by bar loca&on
children shared ac&vity background
0%
20%
40%
60%
80%
100%
top bocom leq right
IDD: Percent &me in VSD by bar loca&on
children shared ac&vity background
Ques&on 3a Implica&ons § The loca&on of the naviga&on menu may affect how acen&on is allocated, par&cularly in the VSD
§ Op&mal placement may vary based on diagnos&c category § Placement at the top may promote acen&on to the human figures for individuals
with ASD § Placement at the bocom may promote acen&on to the shared event for individuals
with DS
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Next steps: VSD Ac&va&on Explore visual acen&on plus selec&on using a tablet, which more closely simulates an AAC device
What is the rela&onship between visual acen&on (eye gaze) and motor behavior (selec&on)?
