Abstract: In this modern age, a substantial number of children and adolescents happily play video games and consider themselves to be “gamers.” Speech-language pathologists who provide therapy to these individuals who have speech and language difficulties can benefit from the intentional utilization of online video games within virtual or in-person therapy.
Description: Playing video games appears to be a mainstream habit of many individuals, and some researchers have described video game playing as a "major global pastime" (Carras et al., 2018, p. 5) in large part because of the estimated 3.24 billion video game players, worldwide (Statista, 2021). From an American perspective, a recent survey by the Entertainment Software Association (2021) revealed that the United States appears to be a "nation of video game players" with 67% of adults and 76% of children reporting to be players of video games. With video games appearing to be such a ubiquitous part of the lives of most adults and children, numerous researchers interested in education and healthcare have started to investigate the possibilities of potential learning and/or clinical gains that might be made as a direct result of infusing video game playing and discussions into the classroom or therapy setting (Baranowski et al., 2016; Baranowski et al., 2008; Carras et al., 2018; Granic et al., 2014).
Today's speech-language pathologists are expected to understand and utilize emerging forms of technology for the assessment and intervention of communication disorders (American Speech-Language-Hearing Association, 2016). One such form of emerging technology that is currently being used in speech-language therapy-related settings are smart mobile computing devices, such as iPhones and iPads (Edwards & Duchovny, 2017). These devices are able to house software programs, or applications (apps), that have been found to be beneficial for individuals who are working toward improving their communication abilities (Davis & Sweeney, 2015; Heyman, 2018). Through the use of apps that can be presented in modified ways to particular clients, clinicians are able to use these digital tools to deliver evidence-based treatments in a manner that could be defined as valid and relevant (Ramsberger & Messamer, 2014).
Video game apps are some of the most popular types of mobile apps available for download, with puzzle, strategy, and adventure games being the highest downloaded within the category (Perrin, 2018). Like a large percentage of mobile video games, puzzle, strategy, and adventure ones put players in active positions where they are striving to improve on previous scores and reach new levels (Durkin & Conti-Ramsden, 2014). During game play with such video games, players mentally analyze what they notice on the screen and plan their actions accordingly with the hopes of meeting or exceeding a given goal (Blumberg & Randall, 2013). In short, these types of video games allow players the opportunity to make, and reflect upon, certain decisions to solve a particular problem (Tran, 2018), which is strikingly like the reflective decision-making process that a client usually engages in while participating in a speech-language therapy experience with a clinician.
A myriad of video game experiences and approaches have been explored during the education and treatment of clients, of numerous ages, with various communication disorders. Some examples include therapeutically driven video game play with individuals diagnosed with autism spectrum disorder (Ferguson et al., 2013; Malinverni et al., 2017), voice disorder (King et al., 2012), velopharyngeal dysfunction (Cler et al., 2017), and aphasia (Garcia, 2019). However, limited research has been explored that specifically looks at how school-based speech-language pathologists can use video games in speech-language therapy with the children and adolescents on their caseloads. Little information is currently available that highlights online browser-based video games and how they could serve as exciting and language/literacy rich digital therapy materials. The lack of abundant and practical knowledge on this important 21st century topic makes it clear that there is a need for purposeful exploration to be pursued in this area.
Therefore, the purpose of this session is to actively discuss and demonstrate numerous online video games to showcase how that digital experience could benefit some school-aged children and adolescents as they continue to grow and evolve their speech and language abilities. Two examples of online video games that will be introduced and highlighted throughout the session include 2020 Game (Garkavyy, 2020) and Minivania (Juillou, 2021). The intentional selecting of these online video games were made by consulting the FIVES criteria described by Sean Sweeney (Davis & Sweeney, 2015). As a speech-language pathologist, Sweeney urges educators to consider if a mobile app or digital tool for therapy is:
-Free/fairly priced (based on its quality and utility)
-Interactive (based on its potential engagement)
-Visual (based on its potential for learning and practice through visuals)
-Educationally relevant (based on its potential to assist individuals in accessing the curriculum)
-Speechie (based on its relevancy to speech and language, and if it can be repurposed for therapy use)
The presenter will demonstrate how clinicians can improve their clients’ overall expressive and receptive language abilities, while building rapport to strengthen the client/clinician alliance. Participants will leave the session with concrete information about a number of online video games and how they can be used as a supplement to various speech-language therapy approaches that are already in use. The practical ideas shared can be immediately incorporated into both virtual or in-person therapy with children and adolescents.
Presentation Format & Methods: Carefully designed PowerPoint slides will be utilized that appropriately combines functional videos to highlight examples from the therapy room. Additionally, audience members will have the option of participating in game-based engagement activities that will be facilitated by the presenter which will transform the presentation into an interactive and engaging experience.
Supporting Research: Reference 1: American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology. https://www.asha.org/policy/sp2016-00343/
Baranowski, T., Blumberg, F., Buday, R., DeSmet, A., Fiellin, L. E., Green, C. S., Kato, P. M., Lu, A. S., & Maloney, A. E. (2016). Games for health for children—Current status and needed research. Games for health journal, 5(1), 1-12.
Baranowski, T., Buday, R., Thompson, D. I., & Baranowski, J. (2008). Playing for real: video games and stories for health-related behavior change. American journal of preventive medicine, 34(1), 74-82. e10.
Blumberg, F., C., & Randall, J., D. (2013). What do children and adolescents say they do during video game play?. Journal of Applied Developmental Psychology, 34, 82-88.
Carras, C. M., Rooji, J. A. V., Spruijt-Metz, D., Kvedar, J., Griffiths, M. D., Carabas, Y., & Labrique, A. (2018). Commercial video games as therapy: A new research agenda to unlock the potential of a global pastime. Frontiers in psychiatry, 8(300), 1-7.
Cler, G. J., Mittelman, T., Braden, M. N., Woodnorth, G. H., & Stepp, C. E. (2017). Video game rehabilitation of velopharyngeal dysfunction: A case series. Journal of Speech, Language, and Hearing Research, 60(6S), 1800-1809.
Daniels, D. E., Gabel, R. M., & Hughes, S. (2012). Recounting the K–12 school experiences of adults who stutter: A qualitative analysis. Journal of Fluency Disorders, 37, 71–82.
Davis, K., & Sweeney, S. (2015). Reading, writing and AAC: Mobile technology strategies for literacy and language development. SIG 12 Perspectives on Augmentative and Alternative Communication, 24(1), 19-25.
Supporting Research: Reference 2: Durkin, K. & Conti-Ramsden. (2014). Turn off or tune in? What advice can SLTs, educational psychologists and teachers provide about uses of new media and children with language impairments? Child Language Teaching and Therapy, 30(2), 187-205.
Edwards, J., & Dukhovny, E. (2017). Technology training in speech-language pathology: A focus on tablets and apps. Perspectives of the ASHA Special Interest Groups, 2(10), 33-48.
Entertainment Software Association. (2021, September 1). 2021 Essential Facts About the Video Game Industry. Entertainment Software Association. https://www.theesa.com/resource/2021-essential-facts-about-the-video-game-industry/
Ferguson, B. R., Gillis, J. M., & Sevlever, M. (2013). A brief group intervention using video games to teach sportsmanship skills to children with autism spectrum disorders. Child & Family Behavior Therapy, 35(4), 293-306.
Garcia, M. B. (2019). A speech therapy game application for aphasia patient neurorehabilitation–a pilot study of an mHealth app. International Journal of Simulation: Systems, Science & Technology.
Garkavyy, M. (2020). 2020 Game [Online video game]. https://2020game.io/
Granic, I., Lobel, A., & Engels, Rutger C. M. E. (2014). The benefits of playing video games. The American Psychologist, 69(1), 66-78. https://doi.org/10.1037/a0034857
Heyman, N. (2018). Identifying features of apps to support using evidence-based language intervention with children. Assistive Technology, 1-11.
Juillou, J. (2021). Minivania [Online video game]. https://jordan-guillou.itch.io/minivania
King, S. N., Davis, L., Lehman, J. J., & Ruddy, B. H. (2012). A model for treating voice disorders in school-age children within a video gaming environment. Journal of Voice, 26(5), 656-663.
Malinverni, L., Mora-Guiard, J., Padillo, V., Valero, L., Hervás, A., & Pares, N. (2017). An inclusive design approach for developing video games for children with Autism Spectrum Disorder. Computers in Human Behavior, 71, 535-549.
Supporting Research: Reference 3: Perrin, A. (2018, September 17). 5 facts about Americans and video games. https://www.pewresearch.org/fact-tank/2018/09/17/5-facts-about-americans-and-video-games/
Ramsberger, G., & Messamer, P. (2014). Best practices for incorporating non-aphasia-specific apps into therapy. Seminars in Speech and Language, 35(1), 17-24.
Statista. (2021, August 1). Number of video gamers worldwide in 2021, by region. Statista. https://www.statista.com/statistics/293304/number-video-gamers/
Tran, B. (2018). Clinical use of video games. In M. Khosrow-Pour (Ed.), Advanced methodologies and technologies in media and communications (pp. 76-89). IGI Global.
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Learning Objectives:
Identify online video games that are appropriate to use in speech-language therapy with school-aged children and adolescents.
Summarize approaches to using online video games in speech-language therapy to help school-aged children and adolescents improve their overall expressive and receptive language abilities.
Demonstrate different ways to appropriately use online video games in speech-language therapy to build rapport between the speech-language pathologist and the school-aged children and adolescents.