Abstract:

Video has been recognized as an important mean for delivery of speech-language therapies, particularly when used in telepractice settings. It can be used in video conferencing setup for synchronous communication of the speech-language therapist and the patients, or employed as educational video artefacts that can be remotely accessed by patients at their convenient time.

This paper discusses the design of educational videos for telerehabilitation of pediatric speech disorder (dyslalia) and presents results of a qualitative part of the pilot study. First, it presents how principles of multimedia learning were applied in the design of instructional videos aimed at treatment of dyslalia. Second, it describes research results from empirical pilot study conducted with five children with dyslalia and their parents who employed videos. Parents’ responses regarding the quality of the video design were collected by means of the post-use questionnaire and in this paper are briefly reported. Finally, the main emphasis of the paper is put on presenting parents’ experience, impressions and observation of interactions while employing videos with their children. Feedback gained from the interviews provides important insights into the interactions of children with video artefacts and suggests additional guidelines for designing online instructional videos aimed at preschool children who need speech-language treatments.

Keywords:

Video, multimedia learning, speech-language therapy, telerehabilitation, telepractice, interview.