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Speech-Language Pathologists' Feelings and Practices Regarding Technological Apps in School Service Delivery
Arnold Olszewski1, Erika Smith1, Amber D Franklin1
1Department of Speech Pathology and Audiology, Miami University, Oxford, OH.
Language, Speech, and Hearing Services in Schools
|August 2, 2022
Summary
Most school-based speech-language pathologists (SLPs) use apps in therapy, reporting positive feelings. SLPs consider student needs but also cite cost and screen time as concerns when implementing these educational technology tools.
Area of Science:
- Speech-Language Pathology
- Educational Technology
- Clinical Practice
Background:
- The proliferation of mobile applications has created new opportunities for therapeutic interventions.
- Limited research exists on how speech-language pathologists (SLPs) integrate apps into their practice, particularly in school settings.
- Understanding SLPs' perspectives on app effectiveness and usage is crucial for informed technology adoption.
Purpose of the Study:
- To explore the utilization patterns of technological applications (apps) by school-based speech-language pathologists (SLPs).
- To investigate SLPs' attitudes and feelings regarding the use of apps in therapy sessions.
- To identify factors influencing SLPs' decisions to implement apps in their clinical practice.
Main Methods:
- A survey was electronically distributed to school-based SLPs in Ohio.
- Sixty-nine valid responses were collected, gathering data on SLP demographics and app usage.
- The survey probed patterns of app use, SLP feelings, and considerations for app implementation.
Main Results:
- Seventy-seven percent of surveyed SLPs reported using apps during treatment sessions.
- SLPs generally expressed positive sentiments towards app integration in therapy.
- Key considerations for app use included student age, cognitive abilities, and therapy goals; non-users cited cost and personal preference.
Conclusions:
- The findings highlight the widespread adoption of apps by SLPs in school settings.
- Further research is essential to evaluate the efficacy of apps in supporting speech and language development.
- Clinical implications suggest a need for developing and assessing educational technology tailored for speech-language services.
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