Abstract
Use of tablet computers has become ubiquitous in speech-language pathology assessment and intervention. With hundreds of applications of variable quality available, clinical training programs have the added responsibility of teaching students systematic, critical-thought-driven approaches to technology selection and evaluation. The purpose of this article is two-pronged: (1) we describe a systematic approach to tablet/app implementation piloted within the Norma S. and Ray R. Rees Speech, Language, and Hearing Clinic at California State University, East Bay and, (2) we present the results of a survey that identifies current practices in app selection in other university clinics.
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