Identifying features of apps to support using evidence-based language intervention with children

Area of Science:

• Speech-language pathology
• Educational technology
• Human-computer interaction

Background:

• Mobile applications are increasingly utilized in pediatric language intervention.
• Understanding the perceived benefits and drawbacks of apps by speech-language pathologists (SLPs) is essential for optimizing their use.
• Integrating technology requires alignment with established intervention principles and learning theories.

Purpose of the Study:

• To identify app features beneficial for language intervention from the perspective of SLPs.
• To explore how SLPs evaluate apps for therapeutic use.
• To inform the development and selection of effective language intervention apps.

Main Methods:

• An explanatory, sequential mixed-method design was employed.
• An online survey distributed to 338 SLPs using apps.
• Semi-structured interviews conducted with 16 SLPs for deeper insights.

Main Results:

• SLPs perceive apps as engaging and motivating tools for therapy.
• Specific app content and design features can support language intervention goals.
• App features must be evaluated against principles of language intervention and multimedia learning.
• Potential impediments to effective intervention posed by app features were identified.

Conclusions:

• SLPs need a deeper understanding of multimedia learning theory to effectively use apps.
• Identifying 'active ingredients' in app-based interventions is key for evidence-based practice.
• A feature-matching checklist was developed to guide SLPs in app selection for language intervention.