I reviewed your comments and checked the pdf link to STAGES.

Here is what I can up with (and I hope I got the sections correct, as requested).

This student, because of his poor health, has trouble concentrating for more than two minutes. His health issues, combined with his cognitive level of functioning, create problems with continuation and therefore his ability to fully access the general education provided by the school. He can gaze at people, localize objects, and communicating by using the AAC device, but only for brief intervals. 



Stage One (Cause and Effect)

Access Skills

Access skills are part of evaluation product known as STAGES, which was used by the evaluator. Mr. S, by using non-computer ways to address his stage one skills with his eye movements, can turn his attention toward a stimulus, look in a purposeful manner, listen for reasonable periods, recognize that changes or the environment can be controlled, and associate certain activities with environmental cues. For example, Mr. S looked startled and interested when the background changed from the busy classroom scene to a black paper background. He then localized and tracked an object and responded to a direction given by his aide. 

The evaluator invited C K (a representative of PRC and Saltillo) to evaluate if Mr. S can interact by using an AAC communication device with a NuEye Tracking system and an up-right mounting stand. One symbol or one picture on different grid sizes was used to evaluate his stage one access skills. Mr. S performed simple cause-and-effect tasks, consistently turned his attention towards stimuli, activated a device, looked in a purposeful manner, listen for a reasonable period with auditory and visual stimulation, responded to one-step directions with gestural and verbal prompts, recognized that changes of the environment can be controlled, and associated certain activities with environmental cues. For example, when Mr. S has difficulty in localizing the picture on the display, his aide gave him a cue or helped by pointing at the location of the symbol. Mr. S was then able to follow the instructions and demonstrated some stage one access academic skills that are prerequisites to any other learning activities.

Entry Point Skills

Mr. S is still practicing how to focus visually on a target or on listening to a prompt. Yet he is not able to associate meanings with a few objects, associate picture symbols with a few objects, recognize that objects differ, or make a few choices. However, by taking small steps, Mr. S can expand his stage one entry point skills.