Identifying features of apps to support using evidence-based language intervention with children.
This study investigated the features of apps that speech–language pathologists (SLPs) deem to be beneficial for language intervention with children. The study employed an explanatory, sequential mixed-method approach. A self-developed online survey was distributed to SLPs (n = 338) who use apps. Thi...
| Publicado en: | Assistive Technology Vol. 32; no. 6; pp. 306 - 317 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=146972070&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 146972070 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: 2020 vid: 32 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 146972070 146972070 146972070 10.1080/10400435.2018.1553078 146972070 ppf: 306 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Identifying features of apps to support using evidence-based language intervention with children. aug: au: Heyman, Nikki affil: Faculty of Humanities, Department of Speech Pathology and Audiology, University of the Witwatersrand, Johannesburg, South Africa sug: subj: Mobile Applications Utilization Professional Practice, Evidence-Based Language Therapy Speech-Language Pathologist Attitudes Language Disorders Therapy Speech-Language Pathologists Multimethod Studies Semi-Structured Interview Questionnaires Checklists Descriptive Statistics Motivation United States United Kingdom Australia New Zealand South Africa Adult Middle Age Thematic Analysis Data Analysis Software Adult: 19-44 years Middle Aged: 45-64 years ab: This study investigated the features of apps that speech–language pathologists (SLPs) deem to be beneficial for language intervention with children. The study employed an explanatory, sequential mixed-method approach. A self-developed online survey was distributed to SLPs (n = 338) who use apps. This was followed by a semi-structured interview with some participants (n = 16) in order to obtain further insights from the survey. The findings indicated that SLPs view apps as an engaging and motivating tool for therapy to facilitate their intervention goals. Specific content and design features of apps may support effective language intervention. However, these features need to be carefully evaluated in terms of the underlying principles of language intervention, multimedia learning, and learning. In addition, features of apps that may impede effective intervention must also be considered. The findings from the study highlight the need for SLPs to engage more deeply with the theory underlying multimedia learning and identify the active ingredients used in treatment. This information can be used to contribute to evidence-based practice when using apps for intervention. A feature-matching checklist was developed in order to guide SLPs in selecting apps based on the features of the app to facilitate language intervention. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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