Plugged In: Screen-Based Device Use Among U.S. Public School Speech-Language Pathologists and Associated Clinical Characteristics

Abstract

School-based speech-language pathologists (SLPs) are increasingly confronted with opportunities to use screen-based devices. In order to fully investigate how technology impacts therapeutic efficacy, it is imperative to first understand how and why SLPs utilize technology. This study explores: (a) the frequency with which SLPs use eight types of screen-based devices during direct intervention; (b) how student and SLP characteristics impact device use; and (c) the clinical rationales supporting device use. Using a self-administered, online questionnaire, 261 SLPs reported that technology use contributes to perceptions of increased clinical effectiveness. Results indicate tablets are the most frequently used device; however, student age, specific communication disorders, and service delivery model significantly impact the type and frequency of device use. Furthermore, academic materials and traditional activities continue to be the predominant format of intervention activities. Findings provide insight into how SLPs balance the allure of screen-based devices with student needs, professional characteristics, and the educational environment.

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

“…The increased adoption and use of mobile apps among children with speech‐language disorders have become evident in homes, schools, hospitals and clinics as reported by SLPs who treat children (Albudoor & Pena, 2021; Edwards & Dukhovny, 2017; Gosnell et al., 2011; Heyman, 2018; Sauermilch, 2021). The pandemic exacerbated the importance of technology‐aided learning tools and also uncovered the potential utility of mobile apps as more SLPs transitioned to telepractice.…”

“…At the 2017 Consumer Electronic Show, 80% of consumer technology developers and designers also agreed that researchers should investigate the impact of technology on human communication and interaction (ASHA, 2017). In recent years, researchers have begun to advocate for better clinical and design decisions towards identifying effective therapeutic apps and designing future mobile apps that facilitate children's communication (Gosnell et al., 2011; Sauermilch, 2021; Vaezipour et al., 2020). Yet, there are no shared practices and research outcomes to educate families, teachers or clinicians working on best practices of using mobile technology to support children's communication (Kollia & Tsiamtsiouris, 2021; Tohidast et al., 2020).…”