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Tabletop versus microcomputer-assisted speech management: stabilization phase.

L D Shriberg1, J Kwiatkowski, T Snyder

  • 1Department of Communicative Disorders, University of Wisconsin-Madison.

The Journal of Speech and Hearing Disorders
|May 1, 1989
PubMed
Summary
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Computer-assisted speech therapy is as effective as traditional methods for stabilizing speech responses in preschool children. Both approaches showed similar efficacy, efficiency, and engagement, though children may benefit from unique features of each mode.

Area of Science:

  • Speech-language pathology
  • Human-computer interaction
  • Developmental psychology

Background:

  • Limited controlled data exist on microcomputer efficacy for pediatric speech management.
  • This study focuses on the response stabilization stage of speech therapy.
  • Previous research by Shriberg, Kwiatkowski, & Snyder (1986) established a foundation for this work.

Purpose of the Study:

  • To compare the efficacy, efficiency, and engagement of computer-assisted speech management versus traditional tabletop methods.
  • To investigate the response stabilization stage in speech-delayed preschool children.
  • To explore potential differential engagement patterns between computer and tabletop interventions.

Main Methods:

  • Two repeated-measures experimental designs were employed.

Related Experiment Videos

  • Two distinct samples of preschool children (n=18 each) participated.
  • Computer-assisted activities were compared with comparable tabletop management techniques.

    • Main Results:

    • Response stabilization tasks demonstrated equal effectiveness across both intervention modes.
    • Efficiency and child engagement levels were comparable between computer-assisted and tabletop methods.
    • Children exhibited varied engagement patterns, suggesting potential individual needs for mode-specific features.

    Conclusions:

    • Both computer-assisted and traditional tabletop methods are equally effective for speech response stabilization in young children.
    • While overall outcomes are similar, the distinct engagement styles of each mode may cater to individual child preferences or needs.
    • Further research into mode-specific features could optimize individualized speech therapy interventions.