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English vowels differ with respect to the importance of goodness for accurate identification by listeners. As such, clinicians should examine both goodness and intelligibility when measuring change following pronunciation training.

Purpose: The production of speech sound classes in adult language learners is affected by (a) interference between the native language and the target language and (b) speaker variables such as time speaking English. In this article, we demonstrate how phonological process analysis, an approach typically used in child speech, can be used to characterize adult target language phonological learning. Method: Sentences produced by 2 adult Japanese English language learners were transcribed and coded for phoneme accuracy and analyzed according to the percent occurrence of phonological processes. The results were interpreted relative to a contrastive analysis between Japanese and English phonetic inventories and developmental norms for monolingual English children.

Purpose: Thousands of technological applications (apps) have emerged in the past decade, yet few studies have examined how apps are used by speech-language pathologists (SLPs), their effectiveness, and SLPs' feelings regarding their use. This study explored how SLPs use apps and their feelings regarding their use in schools, as well as considerations made by SLPs prior to implementing apps in therapy sessions. Method: A survey was distributed electronically to school-based SLPs in Ohio, yielding 69 valid responses. The study probed SLP demographics, patterns of app use in schools, and feelings toward their use in a school setting. Results: Results showed 77% of SLPs reported using apps in their treatment sessions and reported generally positive feelings regarding app use. SLPs considered factors such as age, cognitive ability, and treatment targets when using apps in treatment. SLPs who reported not using apps cited personal preference and price as the most common factors influencing their decision. SLPs also noted concerns about excessive screen time. Conclusions: Results of this study carry clinical implications for future development and assessment of technology to be used for service delivery in schools. Given that the majority of school-based SLPs report using apps with their students, research on the role of apps in supporting learning for speech-language services is urgently needed.

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