I need your assistance.
I am conducting a study that examines the features of apps that SLPs feel are important when using apps for language intervention with children.
The limited research on the use of apps in clinical practice means that currently there is no framework to consider when evaluating apps. Consequently, there is a pressing need for research that looks at how SLPs can incorporate apps into therapy that resonate with the principles of best practice. Research that examines the factors that are used in the selection of apps will also guide further research on the efficacy of using apps for clinical practice and allow SLPs to match the unique needs of the individual with the features of the app. In addition, communication with app developers with regard to these factors could potentially result in a higher standard of apps for intervention.
The study comprises two parts, an online survey and a follow up interview with a small group of participants. Consenting to fill in the survey does not mean you are obliged to participate in the follow up interview. Therefore you can complete the online survey and not take part in the interview. You may withdraw from the survey at any time and you may also refuse to answer any questions.
Who is being asked to participate?
- Speech Language Pathologists (SLPs) in six predominantly English speaking countries (South Africa. United Kingdom, Australia, New Zealand, Canada and United States of America).
- SLPs who use iPad apps in their intervention with children with language impairment
There are no direct benefits to you but it is possible that by completing the survey you will assist therapists in identifying features of apps that are important for intervention. You will also be contributing to research where there are gaps in the field.
Should you have any questions about the nature of this study, please feel free to contact me firstname.lastname@example.org or my supervisor Dr Victor de Andrade Victor.DeAndrade@wits.ac.za
Should you wish to participate in this study, please click on the link to begin the survey. https://www.surveymonkey.com/r/S5HJRLH
Your participation will be appreciated.
I HAVE MOVED 🙂
Please subscribe on my NEW domain www.talkingtalk.co.za
I have some great articles lined up for this year and I am looking forward to your suggestions too!
It seems as if there are some “teething” problems on the new site and you are not able to subscribe yet. Hopefully this will be rectified soon!
School holidays are looming and with it the dilemma on how to entertain your child. Thoughts of children slouching around in front of the TV all day whilst parents are still at work dredges up mixed feelings of relief and trepidation:
At least they’ll be entertained and kept out of mischief but we know that too much TV cannot be a good thing.
The first 2 years of life are considered a critical time for brain development. TV and other electronic media can get in the way of exploring, playing, and interacting with parents and others, which encourages learning and healthy physical and social development.
As kids get older, too much screen time can interfere with activities such as being physically active, reading, doing homework, playing with friends, and spending time with family.
But TV does not have to be the evil electronic monster turning our babies, toddlers and children into a generation of square-eyed ‘blobs’. Research has shown that not only is television (with controlled and limited screen time) good for kids – it actually makes them smarter.
Here is how:
1. Watch TV with your child
- Watching TV with your kids allows parents to get a check the content of what they are viewing and allows parents to provide input, guidance and perspective on what they are seeing.
- Children who watch educational programs in the company of caregivers actually learn more from the material than children who view without co-viewing caregivers. Why? Children pay more attention to the TV, and view the material as more important, when a parent/caregiver watches with them.
2. TV can help kids learn about a variety of subjects
- If there’s a subject your child enjoys, more likely than not, there is a TV show, movie, or educational DVD or You-Tube clip that explores the subject in detail. You might be even be surprised to find out how many kids watch and love educational shows aimed at adults – “Masterchef” and “Who wants to be a Millionaire come to mind.
- Most children are not able to visit the rain forest or see a giraffe in the wild, but many have seen these things on TV.
3. TV can help build analytical thinking skills
- Asking questions such as “What do you think will happen next?” “Who did it?” “What will the result be?” “What could that character have done instead?” will help children learn to think, problem solve, and predict, making TV viewing a more active experience
- Compare and contrast: Develop these skills by comparing characters in movies, sitcoms, or even reality shows.
4. Use TV and movies to motivate children to read books.
- Many of the movies and TV programmes are based on books. Encourage children to read the book or read the book with younger children and then allow them to see the movie. Discussions comparing and contrasting the book and the movie will facilitate language development and thinking skills.
5. Discuss Advertising
- Young children often do not understand the difference between the TV programme and an advert. It is import to discuss the role and purpose of advertising. Thinking skills and creative skills can be developed in older children by discussing and analyzing the methods that advertisers use.
6. Good role models and examples on TV can positively influence children & teach social skills.
- Children are influenced by people they see on television, especially other kids. Obviously, this can have a negative result, but it can be positive too. As kids see their favorite characters making positive choices, they will be influenced in a good way. Parents can also point out positive traits that characters display and thereby spark valuable family discussions
- When children of the same age all watch the same programme, they talk and recreate parts of that programme in their play. This is important for group inclusion as well as the development of social narratives.
7. TV shows can inspire kids to try new activities and engage in learning.
- Children enjoy learning activities more if it involves their favorite characters. TV characters can be very motivating especially for younger children.
We live in a rich media environment with so much choice and whilst the web is very open, it is much easier to control what is suitable for children to watch on TV and how much time they spend watching.
So, sure, you may want to throw up when you hear the theme song to Barney, Dora Explorer or Ben 10 yet again!
But maybe you don’t need to feel so guilty about it. 😳
Developer: Hamaguchi Apps
CC whose blog is entitled “If Only I had Super Powers” http://ifonlyihadsuperpowers.blogspot.com/ recently wrote a post on trying to teach social-pragmatic skills to children. I totally concur with her. “Social –Pragmatic skills are HARD to teach” and yet more and more children are experiencing difficulty learning and generalizing these skills.
Between the Lines by Hamaguchi Apps is designed for primary(elementary) school students through young adults, who would benefit from practice interpreting vocal intonation, facial expressions, perspective-taking, body language, and idiomatic or slang expressions. There are three levels available – Level 1, Level 2 and Advanced.
The app uses real photographs, voices and short mini-video clips of a variety of social situations and expressions. This app provides a dynamic way to help learn and practice interpreting the messages that are “between the lines” and simply can’t be replicated with worksheets and static flashcards.
All three levels adopt the same format. Although Level 2 is slightly more difficult than Level 1, there is not much in it and the division between the two levels is largely due to the size of the app rather than the difficulty level. The Advanced is slightly more difficult, but I have been able to use this level with my primary school children (9-10 year olds) with success.
Format of App:
The user hears a voice speak a sentence, e.g., “Oh wow, I can’t believe he’s here!” A question is then asked, “Who said it?” The user is shown a series of photographs. Depending upon the settings selected, there can be 2, 3 or 4 choices shown. The user touches the correct facial expression that matches the voice.
Who said it?
2. Body Language
A very short video-clip is shown that depicts an interaction or situation. For example, a girl is sitting on a bench waiting for her friend. Her friend eventually strolls along and sits down and she exclaims “It’s almost 8:20! Hello!” Her body language suggests she is really exasperated. The camera closes in this actor and says, “What is she thinking?” The user’s task is to look at the choices of responses and select the one that matches the facial expression/body language. Depending upon the settings selected, there can be 2, 3 or 4 choices shown.
What is she thinking?
A very short video-clip is shown that depicts an actor speaking a sentence that contains an idiomatic expression, e.g., “I feel like I’ve been run over by a truck.” The user is then asked, “What does that mean?” Depending upon the settings selected, there can be 2, 3, or 4 choices shown. Text can be read to the user by touching the sentences.
What does that mean?
Level 1 contains 204 tasks in total.
Level 2 contains 199 tasks in total.
Advanced contains 225 tasks in total.
- All three levels can be played by up to 75 users or as a group.
- The percentage correct is reported for each user’s performance on each of the three activities.
- Individual users can select their own settings; the group must have the same setting selections for the entire group.
- Settings include:
– Selection of the activities,
– Order of the activities (or random)
– Praise phrases and correct sound effect bell on/off
– Answer choices (group of 2, 3 or 4),
– How to display choices (automatically or manually)
– Automatic progression to next activity or manual progression using the arrow.
– Progress can be tracked, and displayed or not displayed.
– Reward animations are provided at selected intervals for a welcome fun and break including Dunk Tank, Bull’s Eye (darts), and Knock ‘Em Down
- Data can be saved, stored, printed and emailed.
Although the App only provides a correct/incorrect reinforcement, each level has an Extension Activities sheet which provides specific guidance on how to extend the child and improve performance.
App Review Checklist & Rating Chart: Total Score /20
GENERAL INFORMATION & OPERATION
|Content is appropriate
|No in app purchases required for use
|Students can launch and navigate in the app independently
|App is fairly priced and/or comparable to other similarly priced apps
|App can be customized for different users
|App can be used for single user or groups
|Content/data can easily be exported
|User data is saved from session to session
|1 ½ /2
|Design graphics/sounds are appealing
|App is interactive, engaging & motivating for user
|App is designed to target speech/language skills
|App is designed to target auditory processing – phonemic awareness
|App can be adapted to target speech/language skills
|App encourages critical thinking and higher level language
|App has good potential for interaction between user and therapist
|Response to errors is specific and results in improved performance
|Targeted skills are practiced in an authentic learning environment
|App offers complete flexibility to alter settings to meet students needs
|App can be used across a variety of age/developmental groups
|19 ½ /20
17 – 20 Points – 5 Stars
13 – 16 Points – 4 Stars
9- 12 Points – 3 Stars
5 – 8 Points – 2 Stars
0 – 4 Points – 1 Star
There is very little that I can fault with this App apart from the motivation games. The choice of three different games is great, but the games themselves don’t provide the user with any control of the game other than touching the “THROW” icon and hoping for the best. The children soon worked this out. As a result, the motivation to continue playing was dampened to some degree. There is also no limit to the number of times the child can press “THROW” when they have a reward game, and even though there is no skill involved in the game, the children still enjoyed seeing the man dunked and it was occasionally difficult to redirect them to the task.
Never the less, I feel that this App is an invaluable source of targeting those difficult to teach social – pragmatic skills and it is not a bad thing to only work on one or two areas at a time in order to generalize these skills optimally.
Thank you to Patti at Hamaguchi Apps for providing me with Levels 1 & 2. The Advanced level was purchased of my own volition. 😀
The opinions expressed are my own.