Occupational therapy utilisation of apps in practice in the United States

Davis-Cheshire, Rhonda; Cogar, Carly; Collier, Dayna; Deriveau, Whooby; Kunkel, Elizabeth; Mouser, Hunter; Newhouse, Julia

doi:10.1080/17483107.2020.1834629

Cited by 8 publications

(7 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These different use contexts challenge researchers to rethink children's roles in designing and utilising mobile apps as assistive, educational and recreational tools. Although many clinical scholars have examined the effectiveness of technology use and ways to evaluate and select apps as a critical component of educational and clinical decision‐making (Davis‐Cheshire et al., 2020; Gosnell et al., 2011; Olszewski et al., 2022; Shane et al., 2012; Sweeney, 2014), these prior works were primarily driven by the evidence‐based research paradigm, which emphasises robust evaluation outcomes of mobile apps and may neglect app usability without gathering direct input from children. It is critical to recognise that during an experiment and/or efficacy study about apps, children are frequently seen as only a tester with limited to no agency and control to influence research outcomes, rather than being an informant and/or a participatory design partner in user‐centred design research (Könings et al., 2014; Spiel et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Apple iOS and Google Android app stores have been flooded with thousands of mobile applications (apps) for children of different ages. As early as 2012, following the release of the first generation of the Apple iPad, one of the most widely adopted tablets, there were already hundreds of apps designed for children with disabilities, and the number of such apps has multiplied to thousands since then, with countless apps developed and implemented by parents, teachers, therapists and technologists every year (Davis‐Cheshire et al., 2020; Douglas et al., 2012; Ibrahim et al., 2022; Olszewski et al., 2022). Some parents, clinicians and researchers have reported that as more mobile apps are being designed and adopted for children with disabilities, these young people are utilising mobile technology as a learning tool and a communication device (Alper, 2014 2014, 2017; Bornman et al., 2020; Fernandes, 2015; King et al., 2020; Olszewski et al., 2022), which benefits communication and learning.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Du,

Lubniewski,

Price

et al. 2023

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

BackgroundChildren with communication disorders experience difficulty in one or more areas of articulation and speech, language, fluency, voice and social communication, and they work with speech‐language pathologists (SLPs) to improve their communication. With the rise of adoption and use for mobile applications among special education and healthcare service providers, SLPs also have implemented, and for some, contributed to the design of, mobile applications (apps) during clinical practice. However, how these mobile apps are designed and implemented for clinicians to facilitate their clients’ communication and learning experiences during therapy remains underinvestigated.AimsThis qualitative research study investigated how mobile apps were designed for clinicians to target assessment and intervention goals. Additionally, it focused on how clinicians adopted these apps while integrating therapy techniques to facilitate their clients’ learning.Methods and ProceduresInformed by the Research, Practice, and Design for iPad Apps (iRPD) framework and the Consolidated Framework for Implementation Research (CFIR), semi‐structured interviews were conducted with 37 licensed pediatric SLPs, including 23 SLPs who have used apps and 14 SLPs who have contributed to the design of their own mobile apps. Two rounds of qualitative coding via template analysis and thematic analysis were then used to analyse client and clinician characteristics, clinical practice, therapy tools, app characteristics, influential factors and app design and use recommendations.Outcomes and ResultsResults showed SLPs utilise different genres of assistive, educational and recreational game apps to support children's communication development when working with children who have diverse disorders and therapy needs across different age groups. SLPs who have designed their own apps emphasised the importance of following evidence‐based practice, well‐researched teaching methods and learning theories. Additionally, multiple financial, sociocultural, political and ethical factors contributed to the design, adoption and implementation of mobile apps during services.Conclusions and ImplicationsBy understanding the clinician's app use practices situated in various therapy activities and techniques, we specified a list of design recommendations for app designers who are interested in creating mobile apps for supporting children's speech and language development. By bringing insights from both clinical practitioners as well as those with additional technical design backgrounds, this study contributes to the understanding of clinical practice needs and strategies and will lead to the most optimal app design and adoption practice to support the well‐being of children with communication disorders.WHAT THIS PAPER ADDSWhat is already known on the subjectSpeech language pathologist (SLPs) implement mobile apps for clients with diverse therapy needs, and their app adoption and use are influenced by multifaceted factors. Although prior studies have reported SLPs’ mobile app use, additional information is still needed. For example, the research literature does not include how specific technology is used during therapy practice, or specific details about challenges and needs in implementing and utilising the technology. Additional research also needs to include influential factors (e.g., financial, sociocultural, political, ethical) that are considered when selecting, implementing, assessing and designing an app. The lack of research in these areas directly affects the understanding of clinical mobile technology practices and further hinders clinicians’ abilities to advocate for better clinical and design decisions towards identifying and implementing effective mobile apps that facilitate children's communication.What this study adds to existing knowledgeThis qualitative study is the first known empirical research that interviewed pediatric speech‐language pathologists who have used and designed mobile apps for children who receive speech‐language therapy across different clinical settings. By investigating experiences from clinician stakeholders to illustrate a holistic overview of app design and development to deployment, this study reported finding on (1) how clinicians use mobile apps to help children to participate in different therapy activities, and (2) a list of recommended design and development guidelines that informs the design and use of mobile apps that best support and motivate children to engage in therapy.What are the potential or actual clinical implications of this work?This study disseminates clinician‐reported practices of app design and use with pediatric clients across different speech‐language disorders, and identifies gaps and needs for clinicians and researchers who are interested in understanding the role of mobile technology in relationship to human communication and interaction. Additionally, the paper demonstrates that SLPs have instrumental roles rather than passive users in influencing the design and implementation of different genres of mobile apps through evidence‐based clinical practice, and call for partnerships across clinicians, special educators and technologists to support children's communication development.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Du,

Lubniewski,

Price

et al. 2023

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

show abstract

“…In the field of physiotherapy, there are feasible gamified apps for children focused on increasing physical activity [ 29 , 46 , 47 ], but there is a dearth of literature that describes or evaluates gamified apps for prescribing individualized exercise programs for children. In the field of occupational therapy, a high uptake in app use has been reported along with a great diversity of apps and their uses, including fine motor skills, activities of daily living, writing, visual motor skills, and play [ 48 , 49 ]. Some of the referenced apps use engaging and fun elements for children; however, gamification is not directly reported on, and these apps are most frequently used as a direct (ie, face-to-face) intervention tool rather than being designed as a home program tool [ 49 ].…”

Section: Discussionmentioning

confidence: 99%

“…In the field of occupational therapy, a high uptake in app use has been reported along with a great diversity of apps and their uses, including fine motor skills, activities of daily living, writing, visual motor skills, and play [ 48 , 49 ]. Some of the referenced apps use engaging and fun elements for children; however, gamification is not directly reported on, and these apps are most frequently used as a direct (ie, face-to-face) intervention tool rather than being designed as a home program tool [ 49 ]. For speech pathology, an abundance of apps for children have been recognized, many with gamification elements; however, in existing apps, there is a predominant focus on articulation and phenology (eg, Articulation Station, Articulate it!, and Articulation Scenes) [ 50 ], not language development.…”

Section: Discussionmentioning

confidence: 99%

Intervention Mapping of a Gamified Therapy Prescription App for Children With Disabilities: User-Centered Design Approach

Johnson¹,

White²,

Gucciardi³

et al. 2022

JMIR Pediatr Parent

View full text Add to dashboard Cite

Background Mobile health (mHealth) apps for children are increasing in availability and scope. Therapy (physiotherapy, speech pathology, and occupational therapy) prescription apps to improve home or school program adherence work best when developed to be highly engaging for children and when they incorporate behavior change techniques (BCTs) within their design. Objective The aim of this study was to describe the development of a user-centered therapy prescription app for children (aged 6-12 years) with neurodevelopmental disabilities (eg, cerebral palsy, autism spectrum disorder, and intellectual disability) incorporating intervention mapping (IM) and gamified design. Methods We used an iterative, user-centered app development model incorporating the first 3 steps of IM. We conducted a needs analysis with user feedback from our previous mHealth app study, a literature review, and a market audit. Change objectives were then specified in alignment with the psychological needs of autonomy, competence, and relatedness identified in self-determination theory. From these objectives, we then selected BCTs, stipulating parameters for effectiveness and how each BCT would be operationalized. A gamification design was planned and implemented focusing on maximizing engagement in children. In total, 2 rounds of consultations with parents, teachers, and therapists and 1 round of prototype app testing with children were conducted to inform app development, with a final iteration developed for further testing. Results The IM process resulted in the specification of app elements, self-determination theory–informed BCTs, that were embedded into the app design. The gamification design yielded the selection of a digital pet avatar with a fantasy anime visual theme and multiple layers of incentives earned by completing prescribed therapy activities. Consultation groups with professionals working with children with disabilities (4 therapists and 3 teachers) and parents of children with disabilities (n=3) provided insights into the motivation of children and the pragmatics of implementing app-delivered therapy programs that informed the app development. User testing with children with disabilities (n=4) highlighted their enthusiasm for the app and the need for support in the initial phase of learning the app. App quality testing (Mobile Application Rating Scale-user version) with the children yielded means (out of 5) of 4.5 (SD 0.8) for engagement, 3.3 (SD 1.6) for function, 3.3 (SD 1.7) for aesthetics, and 4.3 (SD 1.1) for subjective quality. Conclusions mHealth apps designed for children can be greatly enhanced with a systematic yet flexible development process considering the specific contextual needs of the children with user-centered design, addressing the need for behavior change using the IM process, and maximizing engagement with gamification and strong visual design.

show abstract

“…Recent results show how DAT may positively impact the quality of life and independent living of individuals living with disabilities worldwide ([ 13 ]; Zager [ 14 ]), enhancing communication opportunities, increasing independence, promoting community participation, and improving productivity. Research has demonstrated the effectiveness of DAT across various age groups, particularly among children [ 15 ]. For children, DAT serves additional specific roles, such as educational, social skills training, and adaptive play [ 16 ], supporting occupational choices and opportunities.…”

Section: Introductionmentioning

confidence: 99%

Worldwide Survey on Digital Assistive Technology (DAT) Provision

Margot-Cattin,

Deblock-Bellamy,

Wassmer

et al. 2024

Occupational Therapy International

View full text Add to dashboard Cite

Occupational therapists have long been involved in assistive technology (AT) provision worldwide. AT is recognized by the World Health Organization (WHO) to enhance functioning, independence, and autonomy and ultimately promote well-being for people living with disabilities. With the digitalisation of societies, the everyday lives and occupations of individuals are changing, becoming more reliant on digital solutions. The development of digital assistive technology (DAT) also offers opportunities for people with disabilities to access, interact, and pilot the digital world. However, we do not know how occupational therapists are involved in DAT provision worldwide. A survey was conducted in the global occupational therapist’s community in June 2022 to describe DAT provision and the factors influencing it. Occupational therapy practitioners were included (n=660) in the analysis. In DAT provision, occupational therapists mostly provide advice to people, assess their needs, provide instruction or training, prescribe DAT, and fit DAT to people and their environment. The clients served through DAT provision are most frequently people with neurological impairments, chronic illnesses, sensory impairments, and older people. The reasons for providing DAT focus on education, work, school, and leisure. It is expected that DAT provision will enhance independence, self-esteem, occupational participation, and social relationships. Issues faced by occupational therapists when providing DAT are costs of product and funding schemes, sufficient knowledge, and access to knowledge sources. Survey respondents are mostly from Western countries with access to the Internet and the digital world, including having digital literacy, highlighting the digital divide that exists between world regions and countries, but also within countries worldwide. There is a need to continue research to better understand the issues related to digitalisation and the digital participation of people living with disabilities.

show abstract

Occupational therapy utilisation of apps in practice in the United States

Cited by 8 publications

References 20 publications

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

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

Intervention Mapping of a Gamified Therapy Prescription App for Children With Disabilities: User-Centered Design Approach

Worldwide Survey on Digital Assistive Technology (DAT) Provision

Contact Info

Product

Resources

About