A Comparison of Intervention Approaches Using the iPad

Research has indicated that an interactive, naturalistic style of instruction facilitates vocabulary learning (Armbruster, Lehr, & Osborn, 2010; Beck, McKeown, & Kucan, 2005; Brett, Rothlein, & Hurley, 1996). Evidence also suggests that direct instruction is effective for children with language impairment (Jenkins, Pany, & Schreck, 1978; Boehm, 1986; Siefert & Schwarz, 1991). A reduced fast-mapping ability is characteristic of children with language impairment (Rice, Buhr, & Nemeth, 1990), necessitating additional support when providing vocabulary instruction (Steele & Mills, 2011) . As many forms of technology are being integrated into educational settings, it is imperative to consider the effects of technology on vocabulary instruction. Little evidence comparing approaches to using the iPad as an intervention tool exists. The purpose of this study was to compare the effects of two intervention approaches using the iPad: using the device alone versus pairing the device with scaffolding. Basic concepts provide the foundation for advanced language learning and are imperative for academic achievement; therefore, basic concepts were chosen as targets for the intervention. Four children who were receiving speech/language therapy services for a language delay participated in this study. A single-subject modified alternating treatment design was used. Intervention was provided to each subject individually in two 30-minute sessions per week for five weeks. Both treatment approaches were used with each student. The current study revealed using the iPad in intervention was an effective strategy for teaching basic concepts to children with a language delay. However, due to a limited number of subjects and a limited amount of time for the study, the results were not sufficient enough to determine the efficacy of different intervention approaches using the iPad

Features of iPad language applications for speech-language therapy with children

A dissertation submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree Master in Speech-Language PathologyBackground: Speech-Language Pathologists (SLPs) worldwide are using apps in their interventions. Despite this growing trend, there is limited literature on the use of apps for language intervention. Reports indicate that SLPs are selecting apps by word-of-mouth and popularity. One of the difficulties in evaluating apps is related to the lack of consensus about which features are important in an app when providing speech-language therapy to children. Aim: This study aimed to investigate the features of apps that SLPs regard as valuable for language intervention with children and how SLPs were using apps in their intervention. Method: The study employed an explanatory, sequential mixed-method approach using SLPs in 6 predominantly English-speaking countries. A self-developed online survey (N = 338) identifying the features of apps was distributed to SLPs 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. Descriptive statistics were used to examine the survey results. Interview data were explored using thematic analysis. Findings: The findings show that SLPs view apps as an engaging and motivating tool for therapy to facilitate their intervention goals. The lack of guidelines to support SLPs in their selection of apps has contributed to the selection of apps based on popularity and word-of-mouth rather than feature matching. Findings showed that specific content and design features of apps may support effective intervention, however these features need to be carefully evaluated in terms of the underlying principles of language intervention, multimedia learning and learning. Features that may impede effective intervention must also be considered. In addition, the social and pragmatic aspects of communication must be contemplated when using apps. Conclusions: A feature-matching checklist was developed in order to assist SLPs select apps based on feature matching. The findings from the study highlight the need for SLPs to engage more deeply with the theory underlying multimedia learning so that this information can be used to contribute to evidence-based practice when using apps for intervention. This study, calls for SLPs to make a concerted effort to engage in research around apps and app use.MT201

Methods of Improving Speech Intelligibility for Listeners with Hearing Resolution Deficit

ABSTRACT: Methods developed for real-time time scale modification (TSM) of speech signal are presented. They are based on the non-uniform, speech rate depended SOLA algorithm (Synchronous Overlap and Add). Influence of the proposed method on the intelligibility of speech was investigated for two separate groups of listeners, i.e. hearing impaired children and elderly listeners. It was shown that for the speech with average rate equal to or higher than 6.48 vowels/s, all of the proposed methods have statistically significant impact on the improvement of speech intelligibility for hearing impaired children with reduced hearing resolution and one of the proposed methods significantly improves comprehension of speech in the group of elderly listeners with reduced hearing resolution. VIRTUAL SLIDES: http://www.diagnosticpathology.diagnomx.eu/vs/206548637176199

Computer Entertainment Technologies for the Visually Impaired: An Overview

Over the last years, works related to accessible technologies have increased both in number and in quality. This work presents a series of articles which explore different trends in the field of accessible video games for the blind or visually impaired. Reviewed articles are distributed in four categories covering the following subjects: (1) video game design and architecture, (2) video game adaptations, (3) accessible games as learning tools or treatments and (4) navigation and interaction in virtual environments. Current trends in accessible game design are also analysed, and data is presented regarding keyword use and thematic evolution over time. As a conclusion, a relative stagnation in the field of human-computer interaction for the blind is detected. However, as the video game industry is becoming increasingly interested in accessibility, new research opportunities are starting to appear