School-Based Speech-Language Pathologists' Use of iPads
Abstract
This study explored school-based speech-language pathologists’ (SLPs’) use of iPads and apps for speech and language instruction, specifically for articulation, language, and vocabulary goals. A mostly quantitative-based survey was administered to approximately 2,800 SLPs in a K–12 setting; the final sample consisted of 189 licensed SLPs. Overall, findings indicated that SLPs used iPads for an average of 20 minutes to meet a variety of speech and language goals. Specifically, the results demonstrated that SLPS were less likely to use iPads for articulation goals than for language and vocabulary goals. The app most commonly used for articulation goals was Articulation Station, and Super Duper was most commonly used for language and vocabulary goals. iPad use among the SLPs did not vary based on demographic characteristics, including gender, education, work setting, and borough location. Furthermore, the following relationships were noted: (a) a positive relationship between support and vocabulary goals and behavior rewards, and (b) a positive relationship between behavior rewards and training. SLPs with higher iPad efficacy were more likely to use the iPad to meet students’ articulation and language goals. Responses to open-ended items in the survey revealed a number of changes to SLPs’ practice and service delivery. Reportedly, iPad and educational apps helped to make instruction more dynamic and interactive.
Subject Area
Speech therapy|Education|Special education|Educational technology
Recommended Citation
Romane, Garvin Philippe, "School-Based Speech-Language Pathologists' Use of iPads" (2017). ETD Collection for Fordham University. AAI10601025.
https://research.library.fordham.edu/dissertations/AAI10601025
