Image by Eric Sailers
As a kindergartner in the mid 1980’s, I saw a speech-language pathologist (SLP) for speech delays. I don’t recall the experience with much detail, but I have been reminded by those closest to me. Once I became an SLP, my mom informed me that I said “Dada Da” for “Santa Claus,” and my SLP (who continues to work in the same district that I attended as a student and now work in) told me that I called myself “airwit.” Evidently I had errors of stopping, cluster reduction, vocalic r, and t/k substitution. I was also told that I did drill work with traditional flashcards to practice sounds. Although I graduated from speech-language therapy, I wonder how my experience would have been different with the wonderful technologies available today.
Back in the winter of 2008, I purchased my first iPhone and started beta testing for Proloquo2Go, an augmentative and alternative communication (AAC) app. I was so impressed with how a cool, mobile technology could be very sophisticated at a reasonable cost. I started looking at other applications that could be used in speech-language therapy. One of the first apps I discovered was Wheels on the Bus, an interactive music book that plays the song. My students loved the interactions like moving the bus and popping bubbles with the touch of their finger. I loved how my students were so engaged by the interactions that didn’t require a computer mouse (which is challenging for many of my students); plus, they sang to repetitive lyrics and heard their voice recording in the app.
In 2009, I thought about developing an app. I didn’t have a background in software engineering, so I began a conversation with my friend Jason Rinn who did. After several discussions and time spent learning the iPhone programming language, Jason was on board. Jason and I decided to create solutions that involved a strong component of tracking progress. We created a data collection app (Percentally) and an articulation app (ArtikPix) with integrated data collection. ArtikPix is an app that allowed me to include modern technology in a tool for speech articulation difficulties that I personally experienced some 25 years ago. It means a lot to me that I can share such a personalized solution with children who I now serve.
I currently use iOS devices (iPod touch and iPad) in speech-language therapy sessions. I have five iPods that are primarily for individual use, and one iPad I incorporate in group activities. There are apps my students use individually such as iColoringBook and Sentence Builder. For both apps, my students show their screen to the group as they produce sentences. Optimized iPad apps for my groups include a book app called Zoo You Later – Monkey Business and BrainPop Featured Movie. During Monkey Business and BrainPop, the students take turns listening, touching, and talking about the content. A book app like Monkey Business is very enjoyable and beneficial for children because of the features including interactive text and illustrations, painting, recorded audio, voice recording, and highlighted text. I imagine I would have enjoyed using apps like interactive books and games to practice my sounds.
My students are drawn to the iOS devices, and general education peers are interested in how they use the technologies for communication. My students favorite part about iOS devices is the touching aspect. Even if they are not skilled with a computer mouse, most of my students can tap, flick, and drag elements on the screen. I see this as a great source of initiating and maintaining their engagement during activities.
I think that apps offer great features for visual cues and auditory feedback that aid children with special needs in the learning process. I also am very pleased to have my students using mobile technologies that they might not otherwise use because of various factors. Finally, it brings me great joy to hear students asking, “Hey speech guy, can we use the iPad today?”