LSHSS
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Language, Speech, and Hearing Services in Schools Vol.30 363-370 October 1999.
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Gillam, R. B.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Gillam, R. B.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Computer-Assisted Language Intervention Using Fast ForWord®

Theoretical and Empirical Considerations for Clinical Decision-Making

Ronald B. Gillam 1
1 The University of Texas at Austin

rbg{at}mail.utexas.edu

A computer-assisted language intervention program called Fast ForWord® (Scientific Learning Corporation, 1998) has received a great deal of attention at professional meetings and in the popular media. Newspaper and magazine articles about this program contain statements like, "On average, after only 6 to 7 weeks of training, language-learning impaired children ages 4 to 12 showed improvement of more than one and a half years in speech processing and language ability." (Scientific Learning Corporation, 1997). Are the claims that are being made about this intervention approach just a matter of product promotion, or is this really a scientifically proven remedy for language-learning impairments? This article critiques the theoretical basis of Fast ForWord®, the documented treatment outcomes, and the clinical methods associated with the procedure. Fifteen cautionary statements are provided that clinicians may want to consider before they recommend Fast ForWord® intervention for the children they serve.

KEY WORDS: language intervention, language-learning impairment, Fast ForWord®, temporal processing

Submitted on August 17, 1998
Accepted on June 30, 1999


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 EDUCATIONAL EVALUATION AND POLICY ANALYSISHome page
G. D. Borman, J. G. Benson, and L. Overman
A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program
Educational Evaluation and Policy Analysis, March 1, 2009; 31(1): 82 - 106.
[Abstract] [Full Text] [PDF]

Home page
 Phil Trans R Soc BHome page
D. R Moore, L. F Halliday, and S. Amitay
Use of auditory learning to manage listening problems in children
Phil Trans R Soc B, February 12, 2009; 364(1515): 409 - 420.
[Abstract] [Full Text] [PDF]

Home page
 AJSLPHome page
D. A. DeBonis and D. Moncrieff
Auditory Processing Disorders: An Update for Speech-Language Pathologists
Am J Speech Lang Pathol, February 1, 2008; 17(1): 4 - 18.
[Abstract] [Full Text] [PDF]

Home page
 Remedial and Special EducationHome page
G. A. Troia
Migrant Students with Limited English Proficiency: Can Fast ForWord LanguageTM Make a Di ference in Their Language Skills and Academic Achievement?
Remedial and Special Education, December 1, 2004; 25(6): 353 - 366.
[Abstract] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 1999 by the American Speech-Language-Hearing Association.