This paper aims to:
- describe current definitions and use of the term eye-pointing
- describe underlying skills in using gaze in this way
- make reference to what is known about gaze use for children developing typically
- suggest a description framework to work towards a functional description of communicative gaze.
Finally, we will discuss if the descriptive framework offered may help further study to determine whether effective use of gaze in interaction can predict use of eye-gaze access technology.
A literature search was conducted in order to explore current, documented use of the term 'eye-pointing' for children with cerebral palsy. We referred to our own clinical assessment procedures in use in the Hospital team to derive a framework for describing the underlying skills.
We present a description of nine visual, cognitive and social skills as proposed underlying components characterising eye-pointing.
Improved descriptions of the skills currently grouped as eye-pointing is likely to benefit children, parents and clinicians working in the field, through promoting careful observation of gaze behaviour and associated skills.