The Functional Vision for Communication Questionnaire (FVC-Q): Exploring Parental Report of Non-Speaking Children's Fixation Skills Using a Structured History-Taking Approach

Jenefer Sargent; Tom Griffiths; Michael T. Clarke; Kim Bates; Katrina Macleod; John Swettenham

doi:10.1080/17518423.2024.2346254

The Functional Vision for Communication Questionnaire (FVC-Q): Exploring Parental Report of Non-Speaking Children's Fixation Skills Using a Structured History-Taking Approach

Jenefer Sargent
, Tom Griffiths (Lead / Corresponding author)
, Michael T. Clarke
, Kim Bates
, Katrina Macleod
, John Swettenham

Computing

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

169 Downloads (Pure)

Abstract

This paper explores whether a structured history-taking tool yields useful descriptions of children’s looking skills. Parents of 32 children referred to a specialist communication clinic reported their child’s looking skills using the Functional Vision for Communication Questionnaire (FVC-Q), providing descriptions of single object fixation, fixation shifts between objects and fixation shifts from object to person. Descriptions were compared with clinical assessment. 24/32 children were reported to have some limitation in fixation. Limitation was subsequently seen in 30/32 children. Parental report and assessment agreed fully in 23/32 (72%). The largest area of discrepancy was object-person fixation shifts, with five children not observed to show this behavior despite its being reported. Findings indicate a structured questionnaire yields description of fixations, which correspond well with clinical assessment. Descriptions supported discussion between parents and clinicians. It is proposed that the FVC-Q is a valuable tool in supporting clinicians in eliciting information about fixation skills.

Original language	English
Pages (from-to)	27-33
Number of pages	7
Journal	Developmental Neurorehabilitation
Volume	27
Issue number	1-2
Early online date	27 Apr 2024
DOIs	https://doi.org/10.1080/17518423.2024.2346254
Publication status	Published - 2024

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education
SDG 10 Reduced Inequalities

Keywords

Functional vision
Cerebral palsy
Assessment
Children
Communication

Access to Document

10.1080/17518423.2024.2346254Licence: CC BY-NC-ND

Final published versionFinal published version, 1.04 MBLicence: CC BY-NC-ND

Cite this

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title = "The Functional Vision for Communication Questionnaire (FVC-Q): Exploring Parental Report of Non-Speaking Children's Fixation Skills Using a Structured History-Taking Approach",

abstract = "This paper explores whether a structured history-taking tool yields useful descriptions of children{\textquoteright}s looking skills. Parents of 32 children referred to a specialist communication clinic reported their child{\textquoteright}s looking skills using the Functional Vision for Communication Questionnaire (FVC-Q), providing descriptions of single object fixation, fixation shifts between objects and fixation shifts from object to person. Descriptions were compared with clinical assessment. 24/32 children were reported to have some limitation in fixation. Limitation was subsequently seen in 30/32 children. Parental report and assessment agreed fully in 23/32 (72\%). The largest area of discrepancy was object-person fixation shifts, with five children not observed to show this behavior despite its being reported. Findings indicate a structured questionnaire yields description of fixations, which correspond well with clinical assessment. Descriptions supported discussion between parents and clinicians. It is proposed that the FVC-Q is a valuable tool in supporting clinicians in eliciting information about fixation skills.",

keywords = "Functional vision, Cerebral palsy, Assessment, Children, Communication",

author = "Jenefer Sargent and Tom Griffiths and Clarke, \{Michael T.\} and Kim Bates and Katrina Macleod and John Swettenham",

note = "Publisher Copyright: {\textcopyright} 2024 The Author(s). Published with license by Taylor \& Francis Group, LLC.",

year = "2024",

doi = "10.1080/17518423.2024.2346254",

language = "English",

volume = "27",

pages = "27--33",

journal = "Developmental Neurorehabilitation",

issn = "1751-8431",

publisher = "Taylor \& Francis",

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The Functional Vision for Communication Questionnaire (FVC-Q): Exploring Parental Report of Non-Speaking Children's Fixation Skills Using a Structured History-Taking Approach. / Sargent, Jenefer; Griffiths, Tom (Lead / Corresponding author); Clarke, Michael T. et al.
In: Developmental Neurorehabilitation, Vol. 27, No. 1-2, 2024, p. 27-33.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - The Functional Vision for Communication Questionnaire (FVC-Q)

T2 - Exploring Parental Report of Non-Speaking Children's Fixation Skills Using a Structured History-Taking Approach

AU - Sargent, Jenefer

AU - Griffiths, Tom

AU - Clarke, Michael T.

AU - Bates, Kim

AU - Macleod, Katrina

AU - Swettenham, John

PY - 2024

Y1 - 2024

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AB - This paper explores whether a structured history-taking tool yields useful descriptions of children’s looking skills. Parents of 32 children referred to a specialist communication clinic reported their child’s looking skills using the Functional Vision for Communication Questionnaire (FVC-Q), providing descriptions of single object fixation, fixation shifts between objects and fixation shifts from object to person. Descriptions were compared with clinical assessment. 24/32 children were reported to have some limitation in fixation. Limitation was subsequently seen in 30/32 children. Parental report and assessment agreed fully in 23/32 (72%). The largest area of discrepancy was object-person fixation shifts, with five children not observed to show this behavior despite its being reported. Findings indicate a structured questionnaire yields description of fixations, which correspond well with clinical assessment. Descriptions supported discussion between parents and clinicians. It is proposed that the FVC-Q is a valuable tool in supporting clinicians in eliciting information about fixation skills.

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KW - Cerebral palsy

KW - Assessment

KW - Children

KW - Communication

UR - https://www.scopus.com/pages/publications/85191693591

U2 - 10.1080/17518423.2024.2346254

DO - 10.1080/17518423.2024.2346254

M3 - Article

C2 - 38676395

SN - 1751-8431

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EP - 33

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ER -

The Functional Vision for Communication Questionnaire (FVC-Q): Exploring Parental Report of Non-Speaking Children's Fixation Skills Using a Structured History-Taking Approach

Abstract

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

FunVis: Evaluating a Brief Functional Vision Assessment for Non Vision Specialists Working with Non Speaking Children with Bilateral Cerebral Palsy

Assessment of Gaze Fixations and Shifts in Children with Cerebral Palsy: A Comparison of Computer- and Object-Based Approaches

Eye-Gaze & Cerebral Palsy: Causal Mechanisms, Functional Vision and Learning Purposeful Control

Eye-Gaze and Cerebral Palsy

A new descriptive tool to distinguish eye-pointing from other looking behaviours

Describing eye-pointing in children with severe disabilities

Cite this

The Functional Vision for Communication Questionnaire (FVC-Q): Exploring Parental Report of Non-Speaking Children's Fixation Skills Using a Structured History-Taking Approach

Abstract

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

Research output

FunVis: Evaluating a Brief Functional Vision Assessment for Non Vision Specialists Working with Non Speaking Children with Bilateral Cerebral Palsy

Assessment of Gaze Fixations and Shifts in Children with Cerebral Palsy: A Comparison of Computer- and Object-Based Approaches

Eye-Gaze & Cerebral Palsy: Causal Mechanisms, Functional Vision and Learning Purposeful Control

Activities

Eye-Gaze and Cerebral Palsy

A new descriptive tool to distinguish eye-pointing from other looking behaviours

Describing eye-pointing in children with severe disabilities

Cite this