SpeechPathology.com Phone: 800-242-5183


Jobs available nationwide for the 2024-25 school year - Apply Now

Eye Gaze versus Eye Tracking

Theresa Bartolotta, Ph.D., CCC-SLP

February 4, 2013

Share:

Question

Are eye gaze and eye tracking synonymous? 

Answer

No. I am using the terms differently to distinguish between tracking eye movements for research, and using eye gaze technology for communication.  When I talked about eye tracking and the research in eye tracking, what the researchers were studying is eye movement patterns.  The eye tracker studies have a different purpose, and the setup of the equipment is different from the augmentative communication devices activated by eye gaze.  The eye tracker studies gather data on  eye gaze patterns.  We can get information on how long someone looks at something on a screen, how long it takes them to move from left to right, what are their eye gaze patterns.  Eye tracking equipment is really used for data collection and is not used for communication.  Tobii is one of the major manufacturers of eye tracking equipment.  If you go onto their website, if you are trying to find out about the Tobii Communicator, you can see a lot of information about the eye tracker equipment and AAC devices accessed by eye gaze.  Eye tracking is really used for research and data collection, but it is the information that we get from looking at eye tracking from learning about gaze preferences; we can translate that into then clinical applications when we look at eye gaze technology.  Eye gaze technology that is built into communicators is the technology that is used for communication.  Some of the Tobii equipment, which is the equipment that is utilized for communication, is used by many people who need AAC.  For example in adults with acquired neurological disorders like ALS, eye gaze technology is utilized for communication as they are losing their speech skills and the movement control for their bodies.  Because individuals with Rett syndrome have so many problems with volitional motor movements, eye gaze technologies have been explored as a way of communication.  We have issues with the reliability sometimes because if you have ever tried to utilize an eye gaze AAC device, it is supposed to be initially utilized by being calibrated.  There are verbal instructions you have to follow where you are told to follow a ball as it moves across the screen. Because they have to calibrate the machine to recognize the movements of your eyes, many girls with Rett syndrome cannot be calibrated.  This does not mean they cannot utilize the device.  It just that it is harder to get some consistency initially.  


theresa bartolotta

Theresa Bartolotta, Ph.D., CCC-SLP

Theresa E. Bartolotta earned her Master’s degree in Speech-Language Pathology from Queens College of the City University of New York and her Ph.D. from Seton Hall University. She is Associate Professor of Speech-Language Pathology and Director of Assessment in the Office of the Provost at Seton Hall. Her primary research interests are in communication impairment in autism spectrum disorders, including Rett syndrome. She has published articles and presented widely on Rett syndrome and communication intervention in this population.


Related Courses

Back to Basics: Down Syndrome
Presented by Theresa Bartolotta, PhD, CCC-SLP
Video

Presenter

Theresa Bartolotta, PhD, CCC-SLP
Course: #8975Level: Introductory1 Hour
  'I like how it was organized and each area of speech and language was addressed'   Read Reviews
This course serves as a primer on Down syndrome for practicing speech-language pathologists. The basics of the syndrome and common speech, language, voice, and fluency issues are addressed. Effective treatment strategies for improving communication across the lifespan are discussed.

Back to Basics: Guidelines for Management of Communication in Rett Syndrome
Presented by Theresa Bartolotta, PhD, CCC-SLP
Video

Presenter

Theresa Bartolotta, PhD, CCC-SLP
Course: #9169Level: Introductory1 Hour
  'This course was great in that there are so many new advances in this area from when I was college many years ago'   Read Reviews
This course will summarize the recommendations of the recently released Communication Guidelines in Rett Syndrome. Best practices for assessment and intervention of communication in individuals with Rett syndrome, including use of alternative/augmentative communication (AAC), will be described and demonstrated.

Treatment Approach Considerations for School-Aged Children with Speech Sound Disorders
Presented by Kathryn Cabbage, PhD, CCC-SLP
Video

Presenter

Kathryn Cabbage, PhD, CCC-SLP
Course: #9472Level: Intermediate1 Hour
  'Knowledgeable presenter who provided a lot of evidenced based material'   Read Reviews
This course will address the theoretical underpinnings and research base related to differential diagnosis and treatment of articulation and phonological deficits in children with speech sound disorders. Special considerations for how to tailor evaluation and intervention to meet the needs of school-age children will be discussed.

The Ripple Effect of Stuttering: A Community-Based Approach
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow, Mary Weidner, PhD, CCC-SLP
Video

Presenters

Craig Coleman, MA, CCC-SLP, BCS-F, ASHA FellowMary Weidner, PhD, CCC-SLP
Course: #9217Level: Intermediate2 Hours
  'Great content! Looking forward to using these strategies in my therapy sessions'   Read Reviews
This is Part 2 of a four-part series. The stuttering experience has a ripple effect that extends far beyond the child who stutters. Parents, teachers, peers, and others must possess both knowledge and skills to best support children who stutter. This course will highlight new clinical tools and resources to provide a community-based treatment approach for stuttering. (Part 1 - Course 9278, Part 3 - Course 9301, Part 4 - Course 9304)

Behavioral Frameworks for Dementia Management
Presented by Mary Beth Mason, PhD, CCC-SLP, Robert W. Serianni, MS, CCC-SLP, FNAP
Video

Presenters

Mary Beth Mason, PhD, CCC-SLPRobert W. Serianni, MS, CCC-SLP, FNAP
Course: #9473Level: Intermediate1 Hour
  'Material was presented well and very organized'   Read Reviews
This course will focus on cognitive-communication intervention strategies for various dementia presentations and will provide a review of evidence-based treatment. Behavioral frameworks along with their rationales will be introduced and applied across several dementia types and mild, moderate and severe levels of impairment.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.