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

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

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Authors

Kathryn Crowe

Tamara Cumming

Jane McCormack

Sharynne McLeod

Elise Baker

Yvonne Wren

Sue Roulstone

Sarah Masso



Abstract

© SAGE Publications. 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.

Citation

Crowe, K., Cumming, T., McCormack, J., McLeod, S., Baker, E., Wren, Y., …Masso, S. (2017). Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings. Child Language Teaching and Therapy, 33(3), 267-285. https://doi.org/10.1177/0265659017717437

Journal Article Type Article
Acceptance Date Mar 14, 2017
Online Publication Date Jul 10, 2017
Publication Date Oct 1, 2017
Deposit Date Jul 10, 2017
Publicly Available Date Jul 10, 2017
Journal Child Language Teaching and Therapy
Print ISSN 0265-6590
Electronic ISSN 1477-0865
Publisher SAGE Publications
Peer Reviewed Not Peer Reviewed
Volume 33
Issue 3
Pages 267-285
DOI https://doi.org/10.1177/0265659017717437
Keywords children, speech sound disorders, phonology, intervention, preschool, service provision, early childhood educators, teachers, speech and language therapy, early childhood education, computer-based intervention
Public URL https://uwe-repository.worktribe.com/output/901613
Publisher URL https://doi.org/10.1177/0265659017717437
Related Public URLs https://us.sagepub.com/en-us/nam/journal/child-language-teaching-and-therapy#description

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