Abstract
Purpose
A record number of children are experiencing speech difficulties. This study explored whether mainstream smart speakers can support speech practice, and assesses a proposed five-factor model for how these improvements occur, based on: spaced learning, immediate feedback, autonomous motivation, reduced social barriers, and increased social interactions.
Materials and methods
We conducted a mixed-methods feasibility study with 11 families of children with speech difficulties. Data included pre- and post-trial speech recordings (rated by 24 naïve raters), activity logs, post-trial surveys for parents and children, and parent interviews. We assessed device use, changes in speech clarity, alignment with the proposed 5-factor model, and barriers.
Results
Children used smart speakers on average once daily for approximately 6 commands. Speech clarity ratings improved post-exposure and improvements correlated with device use. Parents noted children spoke more slowly and loudly to the device. Both parent and child reports reflected the 5-factor model, with children showing motivation, spaced engagement, and willingness to repeat commands.
Conclusions
Naturalistic use of smart speakers is an acceptable and feasible tool to support speech practice in children with speech difficulties. Parents viewed smart speakers as a useful complement to formal therapy, though frustration when not understood remains a factor for implementation.
A record number of children are experiencing speech difficulties. This study explored whether mainstream smart speakers can support speech practice, and assesses a proposed five-factor model for how these improvements occur, based on: spaced learning, immediate feedback, autonomous motivation, reduced social barriers, and increased social interactions.
Materials and methods
We conducted a mixed-methods feasibility study with 11 families of children with speech difficulties. Data included pre- and post-trial speech recordings (rated by 24 naïve raters), activity logs, post-trial surveys for parents and children, and parent interviews. We assessed device use, changes in speech clarity, alignment with the proposed 5-factor model, and barriers.
Results
Children used smart speakers on average once daily for approximately 6 commands. Speech clarity ratings improved post-exposure and improvements correlated with device use. Parents noted children spoke more slowly and loudly to the device. Both parent and child reports reflected the 5-factor model, with children showing motivation, spaced engagement, and willingness to repeat commands.
Conclusions
Naturalistic use of smart speakers is an acceptable and feasible tool to support speech practice in children with speech difficulties. Parents viewed smart speakers as a useful complement to formal therapy, though frustration when not understood remains a factor for implementation.
| Original language | English |
|---|---|
| Number of pages | 12 |
| Journal | Disability and Rehabilitation: Assistive Technology |
| Early online date | 17 Apr 2025 |
| DOIs | |
| Publication status | E-pub ahead of print - 17 Apr 2025 |
Bibliographical note
Copyright © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Keywords
- Smart speakers
- children
- communication
- intelligent personal assistants
- speech clarity
- speech therapy