I found My Playhome last Spring (2011), and I am finally getting around to writing about this GREAT app! I love it!!! My Playhome is similar to a virtual interactive dollhouse, although it is very gender neutral. There are various family members to choose from. Each room in the house has an extensive number of fun items and actions. This app is phenomenal for an extensive variety of speech/language goals: following/giving directions, everyday functional vocabulary, pronouns, verbs and verb tense, spatial and temporal concepts, sequencing, descriptive language, etc. Additionally, this app could address fine motor, visual scanning, and social communication. I would consider this app appropriate for ages 2 years-late elementary, and possibly beyond depending on the skill level and goal of the student. The developer has added features/characters along the way as well. Students and kids of all ages seem to love this app because you can touch different items for reactions (great cause-effect), such as: radio plays different cd's, tv turns on/off, lights turn on/off, water turns on/off, tap on the fish tank, fry eggs, open cabinets, bounce on the bed, stack blocks, etc.
Vocabulary: There is an extensive array of home items for receptive and expressive vocabulary development.
Sentence Formulation: students could formulate basic or complex sentences ("Tell me a sentence using the word 'because'." "Tell me a sentence using the word 'laundry'." etc)
Following Directions: Students could follow and give directions. ("After the boy makes an egg for breakfast, he will brush his teeth" or "Put the boy to the left of the stove")
Pronouns: "Tell me a sentence using the word 'his'." "Tell me what the children are doing" (THEY are eating cereal).
Verbs/Verb Tense: "Tell me what the family did yesterday." "Tell me a sentence about what the boy will have for breakfast tomorrow."
Sequencing: "After I tell you a story, show me what happened" (have the child move the characters following the story) "Every morning, Johnny brushed his teeth first. Next, he ate cereal for breakfast. Finally, he listened to music in the living room. Ok, go..." (child completes steps).
Conceptual Terms and/or Following Directions: Provide directions for students to follow, try reversing roles. 'The frying pan is under the table", etc.
Narratives: Provide or model a sample story/narrative. Discuss what elements are needed. Have the student tell you a story. I have also told students that after they finish telling their story, I will summarize or retell it...they must listen and see if I remember all of the details. Also, as we progress with the lesson, I make mistakes when I create a story (I leave out names or specific details, or I 'jump around' and go out of sequence). The student is required to listen and see what story structures or elements I missed. I have used this skill with older elementary students.
Articulation: Have the student create sentences or stories...listen for their target sound or have them self-monitor for use of their target sound.