Supporting Young Learners Through Interactive Apps For Speech, Language, & Communication (Hands-on Labs) by Barbara Fernandes
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The document discusses the use of interactive apps to support young learners in speech, language, and communication, emphasizing a balanced view on screen time. Key points include the importance of co-viewing and co-playing with children, the role of technology shame, and the need for proper guidance in app selection. It also highlights effective app options for shared and semi-solo play to enhance language development.
Supporting Young Learners Through Interactive Apps For Speech, Language, & Communication (Hands-on Labs) by Barbara Fernandes
- 1. ASHA CONVENTION 2019 - ORLANDO CC/Hall E1 Lab 1 - Friday, Nov 22 9:30 AM Supporting Young Learners Through Interactive Apps For Speech, Language, & Communication (Hands-on Labs) Barbara Fernandes M.S CCC-SLP Smarty Ears FOUNDER
- 2. Basic Re fl ective Screen Time questions • Is all screen time equal? (TV, iPad, movie, etc) • Is there such a thing as better time for screen time? • Is there such a thing as better apps for children? • Can there be examples of when the bene fi ts outweigh the “negative e ff ect” of screen time? Barbara Fernandes M.S CCC-SLP
- 3. Re fl ective App time questions • Are all apps made equal? • Are there apps that are so bene fi cial that the “screen time debate” should even become an issue? • How do you think your 30 min/week therapy time - even if all done on iPad ( not recommended) impacts the “screen time”?
- 4. Barbara Fernandes M.S CCC-SLP Parent technology counseling for young learners • The new headline of screen time shame versus the real data analysis of the research • The adoption of screen time shame • How e ff ective is technology shame • How e ff ective is technology decision guidance? • How do the individual variations of diagnosis ( Autism, language, articulation) impact your technology use counseling?
- 5. Can there be a better way? • Technology shame has limited to no e ff ect on parents’ decisions • Education on app quality and value added • Guiding parents on app valuation • Guiding parents on app selection for speci fi c moments • How to counsel parents on shared screen time Barbara Fernandes M.S CCC-SLP
- 6. 1. What else can we say beyond “Turn it off?” 2. Model co-play & co- view 3. Role Model is critical: for both SLP to parents and parents to children 4. Content Matters: Not all apps are the same How can we help? “Family participation with media facilitates social interactions and learning. Parents should play a video game with their kids, and always co-view with infants and toddlers.” AAP Co-View & Co-Play
- 7. Most parents are NOT trained SLPs “In a world where “screen time” is becoming simply “time,” our policies must evolve or become obsolete. The public needs to know that the Academy’s advice is science-driven, not based merely on the precautionary principle.” http://preschool.uen.org/docs/AAPNews-2015-Brown-54.pdf
- 8. Barbara Fernandes M.S CCC-SLP Play based tech therapy = Shared screen time apps • There are a variety of pretend play that can be highly e ff ective for a variety of speech and language goals. • These apps require training from clinicians to be able to harness the child’s motivation for technology to model and prompt goals. • The key characteristic of the apps in this category include the ability to freely play and extremely fl exible format. • The downside of this category: Free form play based apps can have limited speech and language value if the child uses the app alone
- 9. CO-PLAY - Say.. I want color… “ yellow” - Say.. I want color… - Say.. I want color… - (Makes eye contact) - Mommy which color do you want?
- 10. List of great co-play app developers for SLPs and Parents • Several apps by Toca Boca • Sago Mini ( Pet Cafe, Fairy Tale, etc) • Pango ( Pango zoo, Pango land)
- 11. Tech Semi-Solo Time • “Semi-Solo” time is when children are allowed to have their individual time on the iPad or when co-viewing is not necessarily available. • These apps provide language opportunity regardless of the presence or absence of an adult.
- 12. List of great Semi-Solo language apps • Talkie Tot • Go-Words • Tiny Hands • Adjective Remix Talkie ToT by Smarty Ears
- 13. References • Jeffrey, Terrence (2013) Census: Americans in ‘Poverty’ Typically Have Cell Phones, Computers, TVs, VCRS, AC, Washers, Dryers and Microwaves: https://www.cnsnews.com/news/article/terence-p-jeffrey/census-americans- poverty-typically-have-cell-phones-computers-tvs • Sweeney, Sean ( 2017) Joint Parent-Child App Play Can Bolster Language Development. http:// leader.pubs.asha.org/article.aspx?articleid=2615514 • American Academy of Pediatrics(2015. Beyond ‘turn it off’: How to advise families on media use: http:// preschool.uen.org/docs/AAPNews-2015-Brown-54.pdf • STOECKEL, Ruth (2017) The Importance of Parent Involvement in the Speech Therapy Process) https:// www.apraxia-kids.org/library/the-importance-of-parent-involvement-in-the-speech-therapy-process/ • Roberts, M., & Kaiser, A. (2011). The Effectiveness of Parent-Implemented Language Intervention: A Meta-Analysis. American Journal of Speech-Language Pathology, 20, 180-199. • Hoeprich, Harriett (1995) How Parents Can Help Facilitate Articulation Skills. From: http://www.westonps.org/ page.cfm?p=2482 •