{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T14:15:19Z","timestamp":1787926519457,"version":"build-2784847793"},"reference-count":78,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2023,5,23]],"date-time":"2023-05-23T00:00:00Z","timestamp":1684800000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2023,9]]},"abstract":"Abstract<\/jats:title>\n \n Background<\/jats:title>\n Children 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\u2010language 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\u2019 communication and learning experiences during therapy remains underinvestigated.<\/jats:p>\n <\/jats:sec>\n \n Aims<\/jats:title>\n This 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\u2019 learning.<\/jats:p>\n <\/jats:sec>\n \n Methods and Procedures<\/jats:title>\n Informed by the Research, Practice, and Design for iPad Apps (iRPD) framework and the Consolidated Framework for Implementation Research (CFIR), semi\u2010structured 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.<\/jats:p>\n <\/jats:sec>\n \n Outcomes and Results<\/jats:title>\n Results 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\u2010based practice, well\u2010researched 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.<\/jats:p>\n <\/jats:sec>\n \n Conclusions and Implications<\/jats:title>\n By 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\u2010being of children with communication disorders.<\/jats:p>\n <\/jats:sec>\n \n WHAT THIS PAPER ADDS<\/jats:title>\n \n What is already known on the subject<\/jats:title>\n Speech 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\u2019 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\u2019 abilities to advocate for better clinical and design decisions towards identifying and implementing effective mobile apps that facilitate children's communication.<\/jats:p>\n <\/jats:sec>\n \n What this study adds to existing knowledge<\/jats:title>\n This qualitative study is the first known empirical research that interviewed pediatric speech\u2010language pathologists who have used and designed mobile apps for children who receive speech\u2010language 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.<\/jats:p>\n <\/jats:sec>\n \n What are the potential or actual clinical implications of this work?<\/jats:title>\n This study disseminates clinician\u2010reported practices of app design and use with pediatric clients across different speech\u2010language 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\u2010based clinical practice, and call for partnerships across clinicians, special educators and technologists to support children's communication development.<\/jats:p>\n <\/jats:sec>\n <\/jats:sec>","DOI":"10.1111\/1460-6984.12898","type":"journal-article","created":{"date-parts":[[2023,5,23]],"date-time":"2023-05-23T09:40:22Z","timestamp":1684834822000},"page":"1717-1737","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":18,"title":["\u201cThey Can't Believe They're a Tiger\u201d: Insights from pediatric speech\u2010language pathologist mobile app users and app designers"],"prefix":"10.1111","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2858-2420","authenticated-orcid":false,"given":"Yao","family":"Du","sequence":"first","affiliation":[{"name":"Caruso Department of Otolaryngology Head and Neck Surgery (OHNS), Keck School of Medicine University of Southern California Los Angeles California USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kathryn","family":"Lubniewski","sequence":"additional","affiliation":[{"name":"Department of Special Education School of Education Monmouth University West Long Branch New Jersey USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lori","family":"Price","sequence":"additional","affiliation":[{"name":"Apple Tree Speech Bellevue Washington USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Grace","family":"Breslin","sequence":"additional","affiliation":[{"name":"Department of Speech Language Pathology School of Education Monmouth University West Long Branch New Jersey USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paula","family":"Thomson","sequence":"additional","affiliation":[{"name":"Kessler Institute for Rehabilitation Saddle Brook New Jersey USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Natashka","family":"Jinadasa","sequence":"additional","affiliation":[{"name":"Cortica Torrance California USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nikita","family":"Soni","sequence":"additional","affiliation":[{"name":"Department of Computer Science College of Engineering University of Illinois Chicago Illinois USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,5,23]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/1460-6984.12614"},{"key":"e_1_2_11_3_1","doi-asserted-by":"crossref","unstructured":"Alper M. 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