CD 485 Computer Applications
in Communication Disorders and Sciences
Computerized Therapy Programs
Section
I
Evaluating
a Computer Therapy Program
There
are many fine, and some not so fine, computer programs available in the workplace
today for the rehabilitation of speech and/or language problems. In the process of selecting (and/or in
developing) appropriate software, there are some features to consider which
will aid the professional in getting the best programs to meet the needs of
their client. These include:
1. The
age appropriateness of the topics, language and/or graphics used -- Some programs are developed
specifically for very young children and use topics, vocabulary and/or graphics
that would be insulting to older children and/or adults.
2. The
level of difficulty of the tasks
-- In the case of children or adults with learning disorders, complicated tasks
beyond their capability to understand or succeed can easily be overwhelming and
result in their giving up on the program.
3. The
type (or goals) of the program
-- Typically software programs are developed to teach a new skill, drill a skill already acquired, or play a game.
Games are useful when re-purposed by the clinician for therapy, either as a drill or to teach
a new skill. Re-purposing refers
to a situation where the clinician uses a program in a manner different than
that for which it was designed.
For example, a program initially designed for vocabulary development
with numerous graphic illustrations may be found to be useful when diverted for
such related tasks as articulation drill, fluency practice, counting and/or
categorizing development etc.
Games, of course, are also often used by clinicians in therapy simply as
a form of reinforcement.
4. The
skills to be developed --
Whether or not through program design or through clinician based re-purposing,
the following skills are frequently focused for development in computer
programs:
Spelling |
Visual discrimination |
Eye/Hand coordination |
Visual memory |
Reading
syllables and words |
Math skills |
Reading
Sentences |
Closure |
Reading
Paragraphs |
Sequencing |
Syntax |
Confrontation naming (vocabulary) |
Relational
Concepts |
Articulation |
Logic
and Reasoning |
Sentence Formulation |
5.
The
format of the program --
The effectiveness of any computer program is determined largely by its format.
The following are a number of major organizational considerations:
Multi
level -- Some programs
are stratified relative to the level of complexity of the material to be
learned and/or the tasks that are required by the student. Students can begin at whatever level
is appropriate to their needs. Branches -- Some programs have choices built into
the task mechanism so that different paths through the program material will
be selected by the program depending upon the student’s responses to
each task (e.g. more drill at the same level; or more complicated material
and/or new concepts. Un-timed -- Some programs have a set or
variable time-limit on the response time allowed for each task. Others programs have no time
limit. Each feature has its
strengths and purposes. When working with aphasic patients, for example, the
time-limit feature can be useful for developing the initiation process in
making a response. In other
instances, however, the timing factor can be frustrating and disruptive. Large
type -- Type that is
too small is not only often difficult to read on many monitor, but also contributes
to a screen that is cluttered.
Add to this that many students have various degrees of visual
impairment and the need for large print becomes particularly relevant. Requires
few keys -- Many, if
not most, students using a computer are not skilled typists. Some, in addition, have motor problems that make typing
impractical. Computer programs
that require only one to four keys for a response mode are much less likely
to overwhelm or frustrate these users. Uncluttered
-- There is a tendency
among program developers, particularly new ones, to put as much technology as
possible on each page of their program.
The result if often a highly cluttered screen environment which is
confusing to the users. Programs
that are simple and uniform reduce attention distractions and help the user
focus on the material. Gives
instructions --
Programs should have instructions that are understandable and
accessible. Not only a hard copy
manual but also help menus embedded within the computer program itself is a
desirable feature that will make the program more user friendly. User
friendly -- This is a
global term that actually encompasses the total effect of all the features
discussed above. A program that
is easily understandable, uniform in its presentation, uncluttered, easily
observed, and capable of meeting the needs of the client is user friendly. |
6.
Clinical
Control -- Another major
feature that can increase the training effectiveness of a computer program is the
degree of control that clinician has over a number of variables in the
program. These may include:
Lesson
Content -- For
programs that have various levels of content it, is more efficient and
effective for therapy if the clinician has the option of selecting for the
user the particular level of content they feel is most appropriate. Number
of items -- Some
programs permit the clinician to set the number of items (pictures and/or words)
presented on the screen in either the stimulus and/or the response mode. This gives the clinician the added
capability of structuring the tasks from the simple to the more complex. Timing -- It is very useful to have control
over the timing of the presentation and/or the responses. Not only does this permit the tasks
to be structures from the simple to the more complex, but also it can serve
different goals, such as practicing the initiation of a response, or
improving response time. Starting
Point -- Having
control of the starting point is particularly important. Some programs are long and are not
completed by a student in one sitting.
If the student must re-start each time at the beginning of the
program, they may never finish the it!
Being able to continue from where the student left off, or where ever
the clinician feels would be most appropriate is highly desirable. In some cases material that is too
simple for the student can be by-passed to the point where the student will
be challenged instead of bored. Number
of guesses -- Having
control over the number of times a student can answer a question is
beneficial for the clinician in terms of using the program to meet the needs
of the student. In some cases
the goals of therapy may include helping the student be successful, hence
several tries at the answer would be desirable; or a goal may be to decreasing the time it takes to
complete the program, hence less responses would be beneficial; or the goal
may be to get a valid assessment of the students ability, in which one
response would be probably most desirable. |
7.
Feedback -- One of the major strengths of the
computer as a teaching tool is its capability for interactivity with the
user. Feedback is a major
parameter of that feedback. Three
elements of feedback are desirable:
Providing
the correct answer --
Making the students aware of the correctness of their responses and/or
providing the correct answers when all else fails is not only good teaching technique
but highly motivating to the users.
On the other hand, if the program is being used for assessment
purposes, having the answers provided would be counter productive. Keeping
Score -- Programs that
automatically keep score are particularly useful for teaching in terms of
tracking student progress, report writing and maintaining student
motivation. Score may be in
terms of numbers of items answered correctly and/or response times. Providing
Reinforcement --
Reinforcements (auditory and/or visual) are always a desirable feature for a
teaching program, although care must be taken because some types of
reinforcement are in fact insulting, time consuming and/or actually not
reinforcing at all. These are judgments
that can only be made after examining the program. |
8.
Access -- As technology advances the means by
which student responses can be entered into the computer are
proliferating. Different inputs
have different strengths as follows:
Keyboard -- The simplest and least expensive means
of input, in terms of computer equipment requirements, is data entry through
the keyboard. This is standard equipment on all computers. The disadvantage of this method is
the complexity that confronts the user in terms of the confusing array of
keys. Figure-ground problems and
fine motor disabilities in particular mitigate against this form of input. Joystick
-- Some programs that
employ game paradigms and those that involve eye-hand motor coordination
usually are better suited to the toggle motions of the joystick, a throttle
style input mode. Switch -- An important input means for very
young children and for any individual with severe cognitive and/or motor
impairments is the switch.
Programs that enable this on/off means of input are very useful with
these populations. Touch
Window -- This is a
popular mode in input in which a window is placed over the computer
monitor. Responses by the
user are made by touching appropriate areas on the window over the computer
screen. It is fun, simple and fast. For very long programs, however, it
can be fatiguing; and for individuals with sever motor disabilities, it may
be not possible. It requires
special equipment (i.e., the touch window) and special programming within the
software to match the mode of input. Mouse
-- Like the keyboard,
the mouse is now standard equipment on most computers. The mouse has an advantage over other
input modes like the touch window, in that it requires a minimum of movement. Hence the factor of fatigue is less
prominent. Nevertheless, it does
require a substantial amount of eye-hand motor coordination, and is
intimidating to some adults.
Many programs, like Hyperstudio, have drawing programs that require a
mouse to operate. Voice
-- For individuals
with visual impairments or severe motor impairments involving the arms, voice
input is a major asset. Some
speech training programs have used voice input, which has increased not only
motivation but also modality involvement. Voice input, however, in the PC computers requires a audio
card and speakers. This is
standard equipment on Macintosh computers. |
Computer Program Analysis Report
GRADUATE STUDENT NAME: |
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Program Name: |
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Age Range
Appropriate: |
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Level of
Difficulty (1 TO 5): |
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|
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CRITERIA
(X)
CRITERIA
(X) |
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Program goals |
|
Clinical
Control |
|
Teach a New
Skill |
|
Lesson
Content |
|
Drill |
|
Number of
Items |
|
Game |
|
Timing |
|
Eye/Hand coordination |
|
Starting
Point |
|
Reading
syllables and words |
|
Number of
Guesses |
|
Reading
Sentences |
|
Feedback |
|
Reading
Paragraphs |
|
Provides
Correct Answers |
|
Syntax |
|
Keeps
Score |
|
Relational
Concepts |
|
Provides
Reinforcement |
|
Visual discrimination |
|
Access |
|
Visual memory |
|
Keyboard |
|
Math skills |
|
Joy
Stick |
|
Closure |
|
Switch |
|
Sequencing |
|
Touch
Window |
|
Confrontation naming |
|
Mouse |
|
Articulation |
|
Voice |
|
Sentence Formulation |
|
Comments:
|
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Program Format |
|
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Multi Level |
|
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Branching |
|
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Un-timed |
|
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Large Type |
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Requires Few Keys |
|
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Uncluttered |
|
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Gives Instructions |
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User Friendly |
|
Place an
"X" in the shaded column if the program you are evaluating has the
Criteria listed. When you are
finished, cut and paste the page into a new word processor file and send it to
the instructor through the Student Drop Box.