Information and Communication Technologies for Future Speech Therapy Teachers in the Professional Activities

Sadovoi, Nikita; Gordienko, Tatiana; Dontsov, Nikolay

doi:10.1007/978-3-030-80946-1_72

Cited by 1 publication

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“…Some parents, clinicians and researchers have reported that as more mobile apps are being designed and adopted for children with disabilities, these young people are utilising mobile technology as a learning tool and a communication device (Alper, 2014(Alper, 2014(Alper, , 2017Bornman et al, 2020;Fernandes, 2015;King et al, 2020;Olszewski et al, 2022), which benefits communication and learning. These emerging mobile technology adoption and use practices have led to diverse perspectives and controversies among different stakeholders including parents, educators, health professionals and policymakers who hold different views on the impact of mobile technology on children's communication, behavioral and social health (Bornman et al, 2020;Ito, 2017;Kamenetz, 2018;Madigan et al, 2020;Mazurek et al, 2012;Radesky et al, 2016;Sadovoi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“They Can't Believe They're a Tiger”: Insights from pediatric speech‐language pathologist mobile app users and app designers

Du,

Lubniewski,

Price

et al. 2023

Intl J Lang & Comm Disor

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BackgroundChildren with communication disorders experience difficulty in one or more areas of articulation and speech, language, fluency, voice and social communication, and they work with speech‐language pathologists (SLPs) to improve their communication. With the rise of adoption and use for mobile applications among special education and healthcare service providers, SLPs also have implemented, and for some, contributed to the design of, mobile applications (apps) during clinical practice. However, how these mobile apps are designed and implemented for clinicians to facilitate their clients’ communication and learning experiences during therapy remains underinvestigated.AimsThis qualitative research study investigated how mobile apps were designed for clinicians to target assessment and intervention goals. Additionally, it focused on how clinicians adopted these apps while integrating therapy techniques to facilitate their clients’ learning.Methods and ProceduresInformed by the Research, Practice, and Design for iPad Apps (iRPD) framework and the Consolidated Framework for Implementation Research (CFIR), semi‐structured interviews were conducted with 37 licensed pediatric SLPs, including 23 SLPs who have used apps and 14 SLPs who have contributed to the design of their own mobile apps. Two rounds of qualitative coding via template analysis and thematic analysis were then used to analyse client and clinician characteristics, clinical practice, therapy tools, app characteristics, influential factors and app design and use recommendations.Outcomes and ResultsResults showed SLPs utilise different genres of assistive, educational and recreational game apps to support children's communication development when working with children who have diverse disorders and therapy needs across different age groups. SLPs who have designed their own apps emphasised the importance of following evidence‐based practice, well‐researched teaching methods and learning theories. Additionally, multiple financial, sociocultural, political and ethical factors contributed to the design, adoption and implementation of mobile apps during services.Conclusions and ImplicationsBy understanding the clinician's app use practices situated in various therapy activities and techniques, we specified a list of design recommendations for app designers who are interested in creating mobile apps for supporting children's speech and language development. By bringing insights from both clinical practitioners as well as those with additional technical design backgrounds, this study contributes to the understanding of clinical practice needs and strategies and will lead to the most optimal app design and adoption practice to support the well‐being of children with communication disorders.WHAT THIS PAPER ADDSWhat is already known on the subjectSpeech language pathologist (SLPs) implement mobile apps for clients with diverse therapy needs, and their app adoption and use are influenced by multifaceted factors. Although prior studies have reported SLPs’ mobile app use, additional information is still needed. For example, the research literature does not include how specific technology is used during therapy practice, or specific details about challenges and needs in implementing and utilising the technology. Additional research also needs to include influential factors (e.g., financial, sociocultural, political, ethical) that are considered when selecting, implementing, assessing and designing an app. The lack of research in these areas directly affects the understanding of clinical mobile technology practices and further hinders clinicians’ abilities to advocate for better clinical and design decisions towards identifying and implementing effective mobile apps that facilitate children's communication.What this study adds to existing knowledgeThis qualitative study is the first known empirical research that interviewed pediatric speech‐language pathologists who have used and designed mobile apps for children who receive speech‐language therapy across different clinical settings. By investigating experiences from clinician stakeholders to illustrate a holistic overview of app design and development to deployment, this study reported finding on (1) how clinicians use mobile apps to help children to participate in different therapy activities, and (2) a list of recommended design and development guidelines that informs the design and use of mobile apps that best support and motivate children to engage in therapy.What are the potential or actual clinical implications of this work?This study disseminates clinician‐reported practices of app design and use with pediatric clients across different speech‐language disorders, and identifies gaps and needs for clinicians and researchers who are interested in understanding the role of mobile technology in relationship to human communication and interaction. Additionally, the paper demonstrates that SLPs have instrumental roles rather than passive users in influencing the design and implementation of different genres of mobile apps through evidence‐based clinical practice, and call for partnerships across clinicians, special educators and technologists to support children's communication development.

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