Factors influencing US speech and language therapists’ use of technology for clinical practice

Abstract

Background: There is an increasing number of technological resources available to speech and language therapists (SLTs) for use in clinical practice, but the factors that influence SLTs' selection and use of such resources are not well understood. In related fields, technology acceptance models have been employed to explain users' adoption of technology and to inform the advancement of empirically supported technological resources. Aims: To determine the factors that influence SLTs' use of technology for clinical practice by testing a model of their technology acceptance and use. Methods & Procedures: We surveyed 209 practising SLTs in the United States representative of the speech and language membership of the American Speech-Language-Hearing Association (ASHA). Participants completed a 38-item electronic survey representing four categories: (1) technology use, (2) technology attitudes and factors influencing technology use, (3) employment information and (4) demographics. Items measuring technology attitudes served as indicators of the research model, which mapped the primary relationships of a technology acceptance model. Survey data were collected before the Covid-19 pandemic.Outcomes & Results: The research model accounted for 66% of the variance in SLTs' behavioural intention to use technology, which significantly and positively predicted the amount of time they reportedly spent using technology in the workplace. Subjective norms and attitudes towards technology use directly predicted the intention to use technology. Perceived usefulness and ease of use indirectly predicted intention to use technology. Survey respondents reported using technology during 48% (SD = 24%) of their overall weekly work hours on average, with a large majority reporting using technology at least once per week for planning (89% of respondents), assessment (66% of respondents) or intervention (90% of respondents).Conclusions & Implications: These findings statistically explain the relationships between SLTs' attitudes and their intention to use technology for clinical practice, contributing to our understanding of why SLTs adopt certain technologies. We also detail the nature and frequency of technology use in the clinical practice of SLTs. Future directions for this work include further exploring use categories, employing direct measurements of technology use and exploring the impact of recent changes in SLT service delivery due to the Covid-19 pandemic on SLTs' technology attitudes.

“They Can't Believe They're a Tiger”: Insights from pediatric speech‐language pathologist mobile app users and app designers

“…The increased adoption and use of mobile apps among children with speech‐language disorders have become evident in homes, schools, hospitals and clinics as reported by SLPs who treat children (Albudoor & Pena, 2021; Edwards & Dukhovny, 2017; Gosnell et al., 2011; Heyman, 2018; Sauermilch, 2021). The pandemic exacerbated the importance of technology‐aided learning tools and also uncovered the potential utility of mobile apps as more SLPs transitioned to telepractice.…”

“…Not much information about the design or development of technology is explicitly stated in the ASHA scope of practice, but the need for these mobile applications and digital experiences was, potentially, even more evident with the onset of the COVID‐19 pandemic (McLeod et al., 2020). The transition from in‐person therapy to teletherapy pushed and demanded practicing clinicians to utilise digital technologies that were appropriate for the clients to continue to meet their goals (Akamoglu et al, 2018; Albudoor & Peña, 2021). Though the onset of teletherapy was quick, the use of technology to support client's needs increased, and more clinicians shifted from in‐person practice to virtual practice quickly (Campbell & Goldstein, 2021).…”

Ações socioeducativas em saúde auditiva para jovens utilizando educação híbrida

“…Novas propostas educacionais direcionam a utilização de importantes ferramentas e plataformas educacionais. Nesse contexto, existem diferentes ambientes de aprendizagem para o ensino mediado por tecnologias à escolha do educador, de acordo com o objetivo a que se propõe 9 . Educação em saúde não só inclui políticas públicas como também propostas pedagógicas inovadoras, comprometidas com o desenvolvimento da solidariedade e da cidadania, com o objetivo de prevenção e promoção da saúde, trazendo como consequência melhoria da qualidade de vida.…”

Applications of Telemedicine in Speech‐Language Pathology: Evaluation of Patient Satisfaction

“…Despite the growing body of literature regarding treatment efficacy, provider acceptability, and cost‐effectiveness of telehealth, 12–15 limited studies have assessed patient satisfaction with speech‐language rehabilitation services delivered via telehealth. Of these studies, the majority are limited to delivery of specific types of therapy (e.g., speech, swallow), 16–19 or specific patient populations (e.g., rural) 8,20 .…”

“…6,8,9 Thus, telehealth has the potential to create a new era of attainable, equitable, and costeffective care by overcoming barriers to access created by physical, financial, or geographic limitations. 10,11 Despite the growing body of literature regarding treatment efficacy, provider acceptability, and cost-effectiveness of telehealth, [12][13][14][15] limited studies have assessed patient satisfaction with speech-language rehabilitation services delivered via telehealth. Of these studies, the majority are limited to delivery of specific types of therapy (e.g., speech, swallow), [16][17][18][19] or specific patient populations (e.g., rural).…”