Getting Smart Using Technology. . .
Evidenced-Based Application Selection Criteria Methods
Getting Smart Using Technology For Better Therapy Outcomes
Disclosure Statement
Financial - No relevant financial relationship exists..
Non-financial - No relevant non-financial relationship exists.
Dr. Nikosi Darnell @TechySLP
Dr. Rebekah McPherson @techapps
Clearview Speech & Consulting Services, PLLC
1751 River Run, Suite 200, Fort Worth, TX 76107
www.clearviewspeech.comDr. Nikosi Darnell @TechySLP
Dr. Rebekah McPherson @techapps
Back To Basics
Communication
Receptive Language Disorders
- following directions
- identifying familiar objects
- identifying objects in photographs
- understanding verbs
- engaging in play
- making inferences
- identifying colors
- recognizing letters
- understanding time/sequence concepts
Expressive Language Disorders
SLPs Have New Opportunities For Effectively Integrating Technology Into Therapy
What Does Research Say?
iPads and the Use of "Apps" - 2016
Overview
- Children with autism spectrum disorder using the P.E.C.S. to communicate
- Examination of whether the mode of presentation (iPad vs picture book) influenced the learning of novel vocabulary in students with ASD
- "Shape-bias"
- Novel vocabulary presented via (a) iPad - single representation, (b) picture book - single representation, (c) iPad - multiple representations in a myriad of colors, and (d) picture book - multiple representations in a myriad of colors
Findings
- No significant difference in outcomes for the iPad vs storybook
eLearning Platform - 2013
Overview
- Subjects (aged 7 to 12) with speech and cognitive impairments
- Development of an online learning platform to provide (a) virtual therapy and (b) remote monitoring
- Software consists of a (a) patient management system and (b) a recovery
module (RM) with interactive and multi-media software
- Focused on equipping subjects with functional life skills
Findings
- Presented as a pioneering program at this time
Critical Review - 2016
Overview
- Literature review examining the efficacy of mobile applications in therapy
- Review addressed the integration of apps in the therapeutic and home setting
- Apps were classified as (a) specifically designed for intervention, (b) not specifically designed for intervention, (c) motivational, and (d) tracking data
- Principals for success included (a) preparation, (b) participants, (c) parameters, (d) purpose, (e) positioning, (f) playtime, and (g) potential
- Emphasis on speech-language pathologists participating in continuing education
- iDevices are highly motivating and engaging
- Individualized plans are critical ("fit the app to the child, not the child to the app")
- How will you carryover the app to real-life experiences?
- Be creative in individualizing the app for your client's specific needs
- Apps need to be utilized within a social context, not in isolation
Tablet Pilot Study - 2014
- School-based SLPs
- Apps were pre-selected by administrative staff
- An app rubric was used to select apps based on: curriculum connection, authenticity, feedback, differentiation, user friendliness, student motivation, and reporting.
- Is the tablet an effective therapy tool for SLPs? *iPad (8.43) vs Android (5.85)
- Does the tablet serve as a sustained motivational tool for the student in speech therapy? *iPad (8.90) vs Android (6.54)
- Does the tablet serve as an accurate and effective administrative tool for SLPs? *iPad (8.38) vs Android (5.00)
- Which platform is best: iPad (iOS) or Android? *SLPs preferred using the iPad
Quality of Apps for Speech Sound Disorders - 2016
Overview
- Review and synthesis of current research on efficacy of mobile app usage in speech therapy
- Focused on (a) identifying apps targeting articulation and phonological skills and (b) critiquing apps through a systematic process
- Three levels of screening were completed on each app - collation, broad, and focused screening
- Following the screening process, 50 apps were included in the assessment process
- Each app was examined using the Mobile Applicaton Rating Scale (MARS)
- App quality is assessed using a 5-point scale with 145 points maximum
- Examination of (a) engagement, (b) functionality, (c) aesthetics, (d) information quality, (e) subjective quality, and (f) perceived impact
- Findings are still to come as the appraisal of the apps were to begin in 2017
Improved Language in Chronic Aphasia After Self-Delivered iPAD Speech Therapy - 2016
Overview
- University of Cambridge
- Mild or severe expressive aphasia
- Language Therapy app (20+ mins/day, 5 days/week, 1 mo)
- Comprehensive Aphasia Test (pre- and post-test)
Findings
- Expressive language gains were maintained weeks following daily app usage
- Most gains noted for subjects with severe expressive language disorders
Potential Benefits
* Increased practice time
* Biofeedback
* Increasing family or caregiver engagement
* Improving client-therapist rapport
* Promote a rich and dynamic learning context
*Child-friendly intuitive design
* Eliminate certain levels of dexterity
* Stimulate positive attitudes and behaviors
Kucrikova, N. (2014). iPads in early education: Separating assumptions and evidence. Frontiers in Psychology, 5, 1-3.
Keep in Mind
American Academy of Pediatrics
American Academy of Pediatrics Announces New Recommendations for Children's Media Use (2016)
1. 18 mos and younger - limit screen time to video chatting, i.e. Facetime.
2. 18 to 24 mos - limit screen time to high-quality programming viewed with parent(s) mediating the learning experience.
3. 2 to 5 yrs - limit screen time to 1-hour per day with same rule application as prescribed for 18 to 24 mos.
4. 6 yrs and older - parent-based time restraints on screen time with monitoring of types of media children are accessing. Ensure that media is not replacing sleep, physical activity, and other behaviors essential to health.
5. Schedule media-free times and media-free zones, i.e. driving, dinner, etc.
6. Consistent discussions on online citizenship and safety, i.e. etiquette and netiquette.
Theoretical Framework
Lev Vygotsky
First Generation Activity Theory
Example: Language can be categorized as a mediating tool utilized as a means of exchanging ideas, thoughts, and knowledge with each other through a shared symbol system for communication. Thus, individuals can use language as the conduit to share knowledge that can advantageously influence the thinking patterns of others (Vygotsky, 1978).
Second Generation Activity Theory
In integrating these components, he expanded the capability of activity theory to address activity within a collective group, and not only an individual person.
In 1999, Yrjo Engestrom expanded on Leont'ev's work by providing a graphic model of activity theory.
Engestrom, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). New York, NY: Cambridge University Press.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L.S. (1978). Interaction between learning and development. Cambridge, MA: Harvard University Press.
Moving Our Students From Passive Consumers To Knowledge Producers
ACTIVE LEARNING
To qualify as an active learning experience, children cannot simply tap or swipe, but rather must be "minds-on". Tapping in response to something on a screen to make it rise is "minds-off", but activities such as purposefully figuring out where a puzzle piece goes or creating a story board can constitute a "minds-on" activity. Learning is not simply a passive registration of information, nor is it simply a result of any type of physical activity. Learning that "sticks" requires active, "minds-on" learning.ENGAGEMENT IN LEARNING
Engaging children in the learning process is critical to their ability to stay on task and learn the targeted information. Research has classified student engagement as falling within three categories: behavioral engagement (rule-following, effort, persistence, participation in programs), emotional engagement (affective reactions), and cognitive engagement (investment in learning, flexibility in problem solving). We need to be careful that we're not disrupting the child's engagement by selecting apps that have extraneous animations and sound effects.
MEANINGFUL LEARNING
Sustainable and useful learning comes from experiences that connect to our existing knowledge. A number of apps require shallow, rote memorization, which is a poor example of meaningful learning. A positive example would be an app that engages the child and parents in language activities around the home using the device's camera. The child would then connect his or her prior learning experiences from the home to the app being used in the therapy session as well.
SOCIAL INTERACTION
Social interactions are critical for language development in children. Social contingency in particular is a key factor in learning. That is, when a back-and-forth cycle is established between two speakers, in which the reaction of one speaker is in response to the other, powerful learning can occur. Importantly, apps can allow for parents, clinicians, and peers to collaborate when using apps, which is incredibly important for the learning process.
Hirsh-Pasek, K., Zosh, J., Golinkoff, R., Gray, J., Robb, M., & Kaufman, J. (2015). Putting education in "educational" apps: Lessons From the Science of Learning. Association for Psychological Science, 16(1), 3-34.
Becoming Critical Consumers
Rate That App
The FIVES Criteria
Evaluation Rubric
- Evidence-based practice
- Visual appearance
- Flexibility
- Number of activities
- Number of flashcards (if any)
- Audio recordings
- Fun for children
- Reporting
And Now To Discuss The Long Awaited For . . .
ABC Actions
Tell About This
Imagistory
Toca Hair Salon - Christmas
Descriptors
Clothing
Actions
Feelings
Q Wunder
Life skills
Social and emotional learning (patience, grit, teamwork, manners, problem-solving, motivation, friendship, empathy, flexibility, know yourself, emotions, responsibility, focus, helping)
Toontastic
Story telling
Sequencing
My Play Home
Squiggle Fish
Chatterpix Kids
Animal 4D+
Book Creator
Toca Kitchen
Draw and Tell HD
Superhero Comic Book Maker
Sentence production
Vocabulary
Write About This
Pretend Hospital
Creative play, story telling, vocabulary, verbal reasoning
Dr. Panda Restaurant
MSQRD — Live Filters
AR Flashcards - Animals
Princess Fairy Tell Maker
Teach Monster
QuiverVision
Alive Studios
Merge Cube
myARquarium
Expressive language
Galactic Explorer
Moment
Additional Resources
Clearview Speech and Consulting Services, PLLC
Email: contact@clearviewspeech.com
Website: www.clearviewspeech.com
Location: 1751 River Run, Fort Worth, TX, USA
Phone: 817.692.8040
Facebook: www.facebook.com/@clearviewspeech
Twitter: @TechySLP