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Checklist:

To assess responses to computer based stimuli
Tina Detheridge MPhil

Checklist to assess responses to computer based stimuli for children with severe disabilities or profound learning disabilities.

This checklist is based upon the IT SKILLS CHECKLIST developed by Jo Douglas, Head of Psychology, Hospital for Sick Children, Great Ormond Street, London, in 1987, and a series of observation questions devised by Tina Detheridge as part of a research study on the role of IT in developing communication for pupils with profound and multiple learning difficulties.

It is intended to help teachers and carers observe a pupil's attention and control skills in using a switch with electronically controlled stimuli. These may include computer programs, speech output devices such as the Echo 4 or BigMack, toys, tape recorders and other stimulation equipment. For simplicity, the word 'action' has been used throughout to imply the action of the stimulus equipment for simplicity.

The items are arranges in an approximate developmental sequence, although many of the skills will be developed in parallel, or not in the order presented here. Also, not all items will be applicable for particular stimuli - such as recording visual attention when using a sound output device. It is suggested, therefore, that the observer will want to consider the whole checklist at each assessment in order not to overlook any particular capability. A range of activities will be necessary over time to observe reactions in all appropriate areas.

Three columns are included for recording the observation:

Achieved = Skills clearly demonstrated
Showed signs = Indicated possible capability by showing some indications of this, but not consistent or secure enough to be marked as achieved.
Comment = It may be desirable to record any particular features of the observation such as the particular images that were preferred, or that responses were made with particular types of encouragement. It may also be useful to note any unexpected disturbances, issues of health etc., that may have affected the demonstration of capability.

The value of the checklist will be as a means of identifying the pupil's current responses, identifying short term targets, and as a means of recording progression over time. From experience of the research study, it would appear that observations made at around three month intervals can usefully be compared as an indicator of progression.

I would welcome feedback on the use and effectiveness of the checklist as a contribution to the validation process. Also, it would be helpful to know of additional items that are required on the checklist to make is more generally useful. Updates on this checklist will be sent to anyone providing feedback.

Tina Detheridge,
Widgit Software, Denny Lodge Business Park, Ely Road, Chittering, Cambridge, CB25 9PH, UK, or use the response form on this Web site.

Observation Checklist for switch controlled IT activities.

Pupil name:
Observation date:
Equipment used:
Activities or programs used:

. . Achieved Showed signs Comment
1. Attention not drawn to action with sound and animating visual image . . .
2. Makes fleeting glances to the action, but attention not held by any images or sounds . . .
3. Attends to action which has animation and sound stimulus . . .
4. Animation without sound attracts attention . . .
5. Sound without picture attracts attention . . .
6. Shows preference for certain images . . .
7. Shows preference for certain sounds . . .
8. Change of attention when 'reward sound' is played . . .
9. Change in response when 'reward' animation is shown . . .
10. Change of attention/flicker of interest when the animation changes . . .
11. Responses varies with volume . . .
12. Response dependent upon the particular sound stimulation . . .
13. Tracks across a screen or tracks a moving stimulus . . .
14. Tracks random movements over a screen or in the environment . . .
15. Appears to show recognition of images: Signs of pleasure when certain images are presented . . .
16. Shows signs of anticipating actions after he has become familiar with the stimuli . . .
17. Shows frustration at unexpected occurrences . . .
18. Aware of the switch . . .
19. Activates switch as reflex movement, but not aware of its link with actions . . .
20. Connects the switch press to the action, although no direct relationship between press and action . . .
21. Stops activating the switch when the action is complete (as in a picture building activity) . . .
22. Is aware that constant pressing may affect the outcome . . .
23. Is aware that different responses are triggered by pressing and not pressing . . .
24. Appears motivated to press the switch to cause the action . . .
25. Understands that the switch causes the change of action . . .
26. Anticipates actions in a sequence or building activity . . .
27. Understands that a single action is complete, or that the whole activity is completed . . .
28. Makes an enhanced response to the 'reward' for a completed activity . . .
29. Attention held by action without regular prompting . . .
30. Can tolerate interruptions due to rearrangement of switch, positioning or changing software/activity . . .
31. Can recognise a computer image and a print of the same image not on the screen(or similar for non computer activity ) . . .
32. Can match image in action with paper picture of same (identical) object . . .
33. Shows signs of attempting to make a one-to one correspondence between activity (by changing nature of switch use or by facial expression) . . .
34. Understands one to one correspondence between switch press and action . . .
35. Can move attention from one object to another in an action . . .
36. Understands in a two switch activity that each switch triggers a separate action . . .
37. Can share an activity with another person . . .
38. Is aware of a 'game' situation. . . .
39. Can take turns . . .
40. Takes pleasure in sharing an activity with another person . . .
41. Can pay attention to both the adult working with him and to the action . . .
42. Understands that the switch needs to be pressed at a particular point (in time or space) to achieve the desired result . . .
43. Is frustrated when he/she fails to press the switch at the desired point (shows awareness but not control) . . .
44. Can press the switch at the particular point to achieve desired result . . .
45. Can recognise the partial image of a familiar picture . . .
46. Can sustain attention over a series of activities of the same type . . .
47. Can sustain attention over a series of different activities . . .
48. Can maintain interest in the activities for 3 minutes . . .
49. Can maintain interest in the activities up to 10 minutes . . .
50. Can maintain interest in the activities for over 10 minutes . . .
51. Shows signs of wanting to take control in an activity . . .

This list is not definitive. You will also want to add your own observation points based on experience with the student. It is also useful to make general comments on the following points:

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