ReviewSystematic review of virtual speech therapists for speech disorders☆
Introduction
Humans are social creatures and communication via speech enables humans to interact and share thoughts in a way which is not possible for any other species. Speech impairment has been shown to have an adverse impact on learning, literacy, applying knowledge, developing and maintaining relationships with friends and family, and securing and keeping a job (McCormack et al., 2009). Any disorder in speech will degrade a person's role in society, dissuading them from interacting in social activities in a way that exploits their potential. This may lead to other social anxiety disorders and avoidance behavior (Beilby et al., 2012, Hawley et al., 2013, McLeod et al., 2013). Considering the wide range of speech impairments, the prevalence of people with such disorders, and the related undesirable consequences on society, the importance of appropriate and comprehensive rehabilitation programs is evident (Bhattacharyya, 2014). An inquiry published by the Senate Standing Committees on Community Affairs of Australia in 2014 (Report, 2014), for instance, reported an estimation of more than 1.1 million Australians with a communication disorder which is around 5% of the Australia population. Taking advantage of the advances in both software and hardware in computer systems and also the micro-miniaturization and mobility, computer-based speech therapy (CBST) environments, referred to as virtual speech therapists (VSTs), are becoming increasingly popular (Kagohara et al., 2013). Compared with traditional speech therapy, these environments are gaining increasing acceptance because of their versatility, availability, portability, and controllability (Abad et al., 2013, van Vuuren and Cherney, 2014). They can provide a solution to the shortage of speech-language pathologists (SLPs) in schools or in regional areas by reducing the number of face-to-face therapy sessions, resulting in more affordable services as well. They are also capable of delivering impartial judgements as feedback and provide useful automatic profiling materials (Henshaw and Ferguson, 2013, van Vuuren and Cherney, 2014).
To the best of our knowledge, this is the first systematic review on virtual speech therapists (VSTs). It contains studies that state the intention to test the effects of VST programs on articulation and phonological disorders due to conditions such as dyslalia, aphasia, dysarthria, childhood speech-sound disorder, residual articulation errors (e.g. lisping), or hearing impairment; however, we did not consider other disorders that may affect people's voice and speech such as Alzheimer's disease (Mesulam et al., 2014), autism (Khowaja and Salim, 2013) and Down's syndrome (Laws and Hall, 2014) to exclude individuals with concomitant cognitive impairment that can affect the success rate of articulation and/or phonological therapies and potential ability to engage with VSTs versus face-to-face therapy. To select the related studies, extract the information and present the results, we followed the PRISMA Statement (Liberati et al., 2009) focusing on three research questions: (1) what types of articulation and phonological disorders have VSTs addressed, (2) how effective was the VSTs in the therapy, and (3) what technological elements have been utilized in VST projects.
In the next section, we propose a description for VST and several features that a VST should support. This definition will be our reference for the term VST throughout the paper. Section 3 deals with previous reviews on VST. Section 4 describes our method to prepare this systematic review. We study the extracted results in detail in Section 5. An overall discussion on the results is presented in Section 6, and finally Section 7 concludes the paper.
Section snippets
Virtual speech therapist characteristics
Considering different intervention frameworks, an overall regime for the majority of speech-communication therapy starts with the assessment of the patient's strengths and weaknesses. The SLP designs an appropriate therapy program based on the profile of the person under therapy, the disorder, and short and long-term targets. The outcomes of the therapy sessions are evaluated using specific materials and tables (Chien et al., 2014). To the best of our knowledge, no computer-assisted speech
Previous literature reviews
We carried out a search to find any types of reviews on virtual speech therapy and to the best of our knowledge, this paper is the first systematic review on VSTs. We found several reviews in other related fields which address computer-assisted language learning (Golonka et al., 2012, Henshaw and Ferguson, 2013, Lidström and Hemmingsson, 2014) which may be useful for the reader; however, we do not include them in this paper since the focus is on articulatory and phonological skills in speech
Method
To carry out a standard and transparent systematic review, a process based on the PRISMA Statement was followed (Liberati et al., 2009). Studies were eligible if a computer-based therapy was utilized in a speech therapy for articulation and phonological disorders. They were also required to present quantitative or qualitative assessments and have the potential to cover the three research questions:
- 1.
What types of articulation and phonological disorders have VSTs addressed?
- 2.
How effective were the
Results
As mentioned in the previous section, a total number of 20 articles on using VSTs in speech-language therapy between 2004 and 2014 were shortlisted. Fig. 2 details the publication trend of the shortlisted papers. In relation to the digital libraries, four of the selected publications were retrieved from the PubMed digital library (Massaro and Light, 2004, Segers and Verhoeven, 2004, Silva et al., 2012, Thompson et al., 2010), followed by three publications from ScienceDirect (Abad et al., 2013,
Discussions
We encountered a great deal of heterogeneity when generating this systematic review. Focusing on our research questions, we attempted to manage the extracted information to draw an organized and structured conclusion. Here we discuss the limitations of this systematic review and present our findings according to our research questions. The quality of some of the studies was generally low, sample sizes were small and procedures were not outlined in sufficient detail. Interventions, outcome
Conclusion
This systematic review was written based on the PRISMA Statement to study papers published on virtual speech therapy environments developed for speech disorders. Data extraction was undertaken based on the following three research questions: What types of articulation and phonological disorders do VSTs address? How effective are virtual speech therapists? and What technological elements have been utilized in VST projects? The studies were very heterogeneous in terms of targeted disorders,
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2021, Computer Speech and LanguageCitation Excerpt :However, several barriers are found in speech therapy, especially in developing countries: the lack of resources, rehabilitation centers and qualified personnel to provide intervention services, the work overload of professionals, and the poor development or adaptation of assistive technologies according to patients needs (Robles-Bykbaev et al., 2016). In order to face these difficulties, many studies have proposed computer-based speech therapy systems or virtual speech therapists (VSTs) for people with speech disorders (Chen et al., 2016). Also, the related literature presents studies focused on the development of speech recognition systems (Abad et al., 2013; Grossinho et al., 2016; Caballero-Morales and Trujillo-Romero, 2014; Bolaños et al., 2011) for supporting SLPs in clinical environment.
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2020, Journal of Communication DisordersCitation Excerpt :It is here that computer-based or app-delivered home practice can be useful for strict protocol delivery as well as increasing a child’s engagement and motivation to participate in speech homework (Hair, Monroe, Ahmed, Ballard, & Gutierrez-Osuna, 2018; Nordness & Beukelman, 2010; Toki & Pange, 2010). Computer software packages designed to act as a virtual speech-language pathologist (SLP) can be effective for a range of pediatric speech disorders (Chen et al., 2016; Furlong, Erickson, & Morris, 2017). Fewer than half of the programs in two recent review papers provided feedback to the user on speech attempts (Chen et al., 2016; Furlong et al., 2017).
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This paper has been recommended for acceptance by K. Kirchhoff.