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Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners

Author

Listed:
  • Yu-Hsin Hsieh

    (Department of Special Education, Stockholm University, Se-106 91 Stockholm, Sweden)

  • Maria Borgestig

    (Department of Neuroscience, Uppsala University, 751 24 Uppsala, Sweden)

  • Deepika Gopalarao

    (Al Noor Training Centre for Persons with Disabilities, Building No. 01, Street No. 21 Al Barsha 1, Dubai PO 8397, United Arab Emirates)

  • Joy McGowan

    (Easterseals of Southeastern Pennsylvania, 3975 Conshohocken Ave., Philadelphia, PA 19131, USA)

  • Mats Granlund

    (CHILD, Swedish Institute of Disability Research, School of Health and Welfare, Jönköping University, 553 18 Jönköping, Sweden)

  • Ai-Wen Hwang

    (Graduate Institute of Early Intervention, College of Medicine, Chang-Gung University, Tao-Yuan City 33301, Taiwan
    Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, 5 Fu-Xing St., Kwei-Shan, Tao-Yuan City 33301, Taiwan)

  • Helena Hemmingsson

    (Department of Special Education, Stockholm University, Se-106 91 Stockholm, Sweden)

Abstract

Use of eye-gaze assistive technology (EGAT) provides children/youths with severe motor and speech impairments communication opportunities by using eyes to control a communication interface on a computer. However, knowledge about how using EGAT contributes to communication and influences dyadic interaction remains limited. Aim: By video-coding dyadic interaction sequences, this study investigates the impacts of employing EGAT, compared to the Non-EGAT condition on the dyadic communicative interaction. Method: Participants were six dyads with children/youths aged 4–19 years having severe physical disabilities and complex communication needs. A total of 12 film clips of dyadic communication activities with and without EGAT in natural contexts were included. Based on a systematic coding scheme, dyadic communication behaviors were coded to determine the interactional structure and communicative functions. Data were analyzed using a three-tiered method combining group and individual analysis. Results: When using EGAT, children/youths increased initiations in communicative interactions and tended to provide more information, while communication partners made fewer communicative turns, initiations, and requests compared to the Non-EGAT condition. Communication activities, eye-control skills, and communication abilities could influence dyadic interaction. Conclusion: Use of EGAT shows potential to support communicative interaction by increasing children’s initiations and intelligibility, and facilitating symmetrical communication between dyads.

Suggested Citation

  • Yu-Hsin Hsieh & Maria Borgestig & Deepika Gopalarao & Joy McGowan & Mats Granlund & Ai-Wen Hwang & Helena Hemmingsson, 2021. "Communicative Interaction with and without Eye-Gaze Technology between Children and Youths with Complex Needs and Their Communication Partners," IJERPH, MDPI, vol. 18(10), pages 1-22, May.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:10:p:5134-:d:553261
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    References listed on IDEAS

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    1. Helena Hemmingsson & Maria Borgestig, 2020. "Usability of Eye-Gaze Controlled Computers in Sweden: A Total Population Survey," IJERPH, MDPI, vol. 17(5), pages 1-13, March.
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    Cited by:

    1. Verónica Schiariti, 2021. "Introduction to the Special Issue on Early Child Development: From Measurement to Optimal Functioning and Evidence-Based Policy," IJERPH, MDPI, vol. 18(10), pages 1-4, May.

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