Parents’ and teachers’ perceptions of speech language rehabilitation and demands for the use of treatment-related apps

Abstract

Purpose: This study examined the need for speech language rehabilitation awareness and the use of therapeutic-related apps among parents and teachers living on a remote island.Methods: A questionnaire survey was conducted among 121 parents and 100 teachers living on a remote island.Results: This study aimed to examine the needs of remote island parents and teachers for speech language rehabilitation awareness and the use of therapeutic apps. As a result of examining the level of awareness on the need for speech language rehabilitation,59.5% that they needed treatment. In the case of teachers,78% chose “Yes,”.Conclusions: As a result of investigating the speech language rehabilitation awareness and usage status of parents and teachers, 57.9% “required” the treatment. Teachers were “well aware” of the need for speech language rehabilitation.” As for the route of knowing speech language rehabilitation, “education and training” was the highest with 52 (52%). Delayed overall receptive and expressive speech language received the highest score (71 people) in terms of speech language rehabilitation reasons, while the biggest problem was considered unclear pronunciation based on 73 people. The possibility of collaboration with a therapist was deemed “necessary” based on a majority of 93 people said that they wanted to help. Secondly, as a result of investigating whether or not parents and teachers could use apps related to treatment and the actual situation, 12 parents (9.9%) had an experience using speech language rehabilitation-related apps. Thirdly, after examining the needs and differences between the parents’ and teachers’ therapeutic apps, monitoring (61.2%), word sentences (56.2%), video (52.1%), respiration (49.1%), animation (47.9%), and lecture (43.8%) were selected in order. Teacher therapy app requirements appeared in descending order of monitoring (59%), word sentences (53%), video content (46%), and quantitative information provision (44%). Parents and teachers expressed that word sentences, surveillance, and video content were essential.