Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings

Kathryn Crowe, Tamara Cumming, Jane McCormack, Elise Baker, Sharynne McLeod, Yvonne Wren, Sue Roulstone, Sarah Masso

Research output: Contribution to journalArticle

2 Citations (Scopus)
12 Downloads (Pure)

Abstract

Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use); (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology); and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.
Original languageEnglish
Pages (from-to)267-285
Number of pages19
JournalChild Language Teaching and Therapy
Volume33
Issue number3
Early online dateJul 2017
DOIs
Publication statusPublished - Oct 2017

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childhood
educator
factory
Interviews
Language Therapy
exclusion
Technology
Speech Therapy
inclusion
Songbirds
Preschool Children
telephone interview
data processing program
Early childhood
Educators
Software
Randomized Controlled Trials
Parents
environmental factors
Sound

Grant Number

  • DP120102545

Cite this

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abstract = "Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter{\circledR} (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use); (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology); and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.",
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Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings. / Crowe, Kathryn; Cumming, Tamara; McCormack, Jane; Baker, Elise; McLeod, Sharynne; Wren, Yvonne; Roulstone, Sue; Masso, Sarah.

In: Child Language Teaching and Therapy, Vol. 33, No. 3, 10.2017, p. 267-285.

Research output: Contribution to journalArticle

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T1 - Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings

AU - Crowe, Kathryn

AU - Cumming, Tamara

AU - McCormack, Jane

AU - Baker, Elise

AU - McLeod, Sharynne

AU - Wren, Yvonne

AU - Roulstone, Sue

AU - Masso, Sarah

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PY - 2017/10

Y1 - 2017/10

N2 - Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use); (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology); and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.

AB - Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use); (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology); and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.

KW - Children

KW - Computer-based intervention

KW - Early childhood education

KW - Early childhood educators

KW - Intervention

KW - Phonology

KW - Preschool

KW - Service provision

KW - Speech and language therapy

KW - Speech sound disorders

KW - Teachers

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DO - 10.1177/0265659017717437

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JO - Child Language Teaching and Therapy

JF - Child Language Teaching and Therapy

SN - 0265-6590

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ER -