Establishing the key components of an eye gaze assessment for a child with a severe neurodisability using nominal group technique

Abstract

Aims Eye gaze devices enable users with a disability, to participate in computer activities using eye movements. Health professionals assess client’s ability to access such devices, yet there remains limited research to guide assessments particularly among children with severe neurodisability.

Methods Nine health professionals, considered experts in digital assistive technologies, were recruited from special interest groups and service providers across England. Participants attended a focus group, seeking to establish consensus in response to the question: “What are the key components of an eye gaze assessment for a child with a severe neurodisability?” using nominal group technique. The discussion was recorded, transcribed and evaluated using content analysis.

Results Components achieving highest consensus were; motivation, visual ability, posture, purpose of the device, cognition and ongoing support. The need to manage expectations was highlighted. A flexible, multi-disciplinary, health professional-led assessment was considered important.

Conclusion Key components of an assessment were identified. The ability to have repeated flexible assessments further strengthen the assessment process. Further consideration should be given to managing client/family expectations and ensuring ongoing support is in place. Devices are more likely to be abandoned when neither a clear purpose for the device nor provision of ongoing support is identified during assessment.