Not Using a Computer in Language Assessment/Intervention In Defense of the Reluctant Clinician Clinical Forum
Clinical Forum  |   July 01, 1995
Not Using a Computer in Language Assessment/Intervention
 
Author Affiliations & Notes
  • Paula S. Cochran
    Northeast Missouri State University, Kirksville
  • Julie J. Masterson
    Southwest Missouri State University, Springfield
  • Contact author: Julie J. Masterson, Department of Communication Sciences and Disorders, Southwest Missouri State University, 901 South National Avenue, Springfield, MO 65804. E-mail: jjm095f@vma.smsu.edu
Article Information
School-Based Settings / Language Disorders / Attention, Memory & Executive Functions / Clinical Forum: Computer Applications in Schools
Clinical Forum   |   July 01, 1995
Not Using a Computer in Language Assessment/Intervention
Language, Speech, and Hearing Services in Schools, July 1995, Vol. 26, 213-222. doi:10.1044/0161-1461.2603.213
History: Received May 4, 1993 , Accepted April 15, 1994
 
Language, Speech, and Hearing Services in Schools, July 1995, Vol. 26, 213-222. doi:10.1044/0161-1461.2603.213
History: Received May 4, 1993; Accepted April 15, 1994

Clinicians who are not yet making direct use of computer applications with their school-age clients may have good reasons. Factors that hinder the clinical use of computers by school clinicians include limited access to computer resources, lack of training, concern that students will be intimidated by the computer, worry over the amount of time necessary to teach students to use the computer, and doubts regarding the efficacy of computer activities. On the other hand, some computer applications offer benefits that are compelling enough to cause clinicians to overcome these barriers. Clinicians are encouraged to explore such applications, which include use of the computer as a context for conversation, a tool for learning, a tool for linguistic and phonological analysis, a tool for treatment data collection, a treatment materials generator, and a biofeedback device.

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