Smart speakers are an acceptable and feasible speech practice tool for children with speech difficulties

Makin, Lauren, Smith, Elizabeth ORCID: https://orcid.org/0000-0002-3509-695X, Hedge, Craig, Sumner, Petroc ORCID: https://orcid.org/0000-0002-0536-0510 and Powell, Georgie ORCID: https://orcid.org/0000-0001-6793-0446 2025. Smart speakers are an acceptable and feasible speech practice tool for children with speech difficulties. Disability and Rehabilitation: Assistive Technology 10.1080/17483107.2025.2491636

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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.

Item Type:	Article
Date Type:	Published Online
Status:	In Press
Schools:	Schools > Psychology
Publisher:	Taylor and Francis Group
ISSN:	1748-3107
Date of First Compliant Deposit:	4 April 2025
Date of Acceptance:	31 March 2025
Last Modified:	28 Apr 2025 11:15
URI:	https://orca.cardiff.ac.uk/id/eprint/177413

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