Eye-tracking as a measure of receptive vocabulary in non-verbal children with cerebral palsy.

Abstract

Children with cerebral palsy (CP) often struggle to participate in traditional language assessments due to their limited mobility, making it challenging for speech-language therapists (SLTs) to accurately assess their language abilities. In recent years, there has been evidence that eye-tracking is an effective way of measuring the receptive language abilities of children who demonstrate difficulties with traditional language assessments. This study aimed to (i) develop eye-tracking assessment materials based on a receptive vocabulary subtest of a Malay language assessment and (ii) evaluate the performance of children with CP on the receptive vocabulary assessment conducted via eye-tracking, compared to their performance on a traditional receptive vocabulary assessment. The first phase of the study focused on developing eye-tracking receptive vocabulary assessment materials from the Malay Preschool Language Assessment Tool and trialling the materials and assessment protocol. This phase involved 15 typically developing children aged 4-6 years. The finalized materials and protocol were administered to 15 children with CP in the second phase. Each child attended two assessment sessions: the first was a traditional receptive vocabulary assessment, and the second utilized eye-tracking technology. Children practiced eye-tracking through online games. Results showed that eight children with CP performed better in the eye-tracking assessment, two scored similarly across both methods, and five scored lower during eye-tracking. The Wilcoxon Signed Rank Test conducted revealed no significant difference in scores across both assessment methods (p > .05). Furthermore, most children exhibited poor consistency in their scores across the two methods. These findings suggest that while some children with CP may benefit from receptive vocabulary assessments conducted via eye-tracking, no single assessment method is optimal for all children with CP. Instead, children with CP may benefit from a combination of assessment methods, including eye-tracking, to increase the accuracy of assessment results.