TY - JOUR
T1 - Let the eyes do the talking
T2 - A scoping review of eye-tracking in paediatric communication assessment and intervention
AU - Hoopmann, Lauren
AU - Bailey, Benjamin
AU - Arciuli, Joanne
PY - 2024/12/3
Y1 - 2024/12/3
N2 - Purpose: Eye-tracking technologies are of great interest to individuals who use them to communicate and their supporters. This review maps and critically evaluates the research on eye-tracking in paediatric communication assessment and intervention, including user perceptions, to guide future clinical practice and identify future practice-related research priorities. In an advance on previous reviews, the study reports on effect sizes, as well as research quality and reproducibility of included studies. Method: Seven databases were sytematically searched using terms related to eye-tracking, the paediatric population, and communication assessment or intervention. Information on study design and key findings, including effect sizes, were extracted. Research quality and reproducibility were evaluated using validated measures. Result: Included studies explored the use of eye-tracking in paediatric communication assessment (n = 14) or intervention (n = 10) and/or users’ perceptions of eye-tracking technologies in speech-language pathology (n = 7). Eye-tracking was well-received and has been used effectively to measure and support children’s communication, though effect sizes varied. Opportunities for improved research quality and reproducibility are identified. Conclusion: Eye-tracking technologies can be integrated into paediatric communication assessment and intervention and are generally well received by child users and their supporters. Clinical implications and directions for future practice-related research are discussed.
AB - Purpose: Eye-tracking technologies are of great interest to individuals who use them to communicate and their supporters. This review maps and critically evaluates the research on eye-tracking in paediatric communication assessment and intervention, including user perceptions, to guide future clinical practice and identify future practice-related research priorities. In an advance on previous reviews, the study reports on effect sizes, as well as research quality and reproducibility of included studies. Method: Seven databases were sytematically searched using terms related to eye-tracking, the paediatric population, and communication assessment or intervention. Information on study design and key findings, including effect sizes, were extracted. Research quality and reproducibility were evaluated using validated measures. Result: Included studies explored the use of eye-tracking in paediatric communication assessment (n = 14) or intervention (n = 10) and/or users’ perceptions of eye-tracking technologies in speech-language pathology (n = 7). Eye-tracking was well-received and has been used effectively to measure and support children’s communication, though effect sizes varied. Opportunities for improved research quality and reproducibility are identified. Conclusion: Eye-tracking technologies can be integrated into paediatric communication assessment and intervention and are generally well received by child users and their supporters. Clinical implications and directions for future practice-related research are discussed.
KW - assessment
KW - communication
KW - eye-tracking
KW - intervention
KW - paediatric
KW - speech-language pathology
UR - http://www.scopus.com/inward/record.url?scp=85210968608&partnerID=8YFLogxK
U2 - 10.1080/17549507.2024.2425012
DO - 10.1080/17549507.2024.2425012
M3 - Article
AN - SCOPUS:85210968608
SN - 1754-9507
JO - International Journal of Speech-Language Pathology
JF - International Journal of Speech-Language Pathology
ER -