The efficacy of Fast ForWord Language intervention in school-age children with language impairment: A randomized controlled trial

Journal of Speech, Language, and Hearing Research

Volumn 51, Issue 1, 2008, Pages 97-119

  Gillam, Ronald B ^a,f   Loeb, Diane Frome ^b   Hoffman, LaVae M ^c   Bohman, Thomas ^d   Champlin, Craig A ^d   Thibodeau, Linda ^e   Widen, Judith ^b   Brandel, Jayne ^b   Friel Patti, Sandy ^e  

^a UTAH STATE UNIVERSITY   (United States)

^b UNIVERSITY OF KANSAS   (United States)

^c UNIVERSITY OF OKLAHOMA HEALTH SCIENCES CENTER   (United States)

^d UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^e UNIVERSITY OF TEXAS AT DALLAS   (United States)

^f NONE   (United States)

Author keywords

Auditory processing; Clinical trial; Fast ForWord; Language intervention

Indexed keywords

ARTICLE; AUDITORY MASKING; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; FOLLOW UP; HUMAN; LANGUAGE DISABILITY; LANGUAGE PROCESSING; LANGUAGE TEST; MAJOR CLINICAL STUDY; MALE; OUTCOME ASSESSMENT; RANDOMIZED CONTROLLED TRIAL; SCHOOL CHILD; SPEECH THERAPY;

AUDITORY PERCEPTION; CHILD; FEMALE; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE TESTS; LANGUAGE THERAPY; MALE; THERAPY, COMPUTER-ASSISTED; TREATMENT OUTCOME;

EID: 38849163099     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2008/007)     Document Type: Article

References (83)

1. Agocs, M. M., Burns, M. S., DeLey, L. E., Miller, S. L., & Calhoun, B. M. (2006). Fast ForWord Language. In R. J. McCauley & M. E. Fey ( Eds.), Treatment of language disorders in children ( pp. 471-508). Baltimore: Brookes.
2. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
3. Aram, D. M., & Hall, N. E. (1989). Longitudinal follow-up of children with preschool communication disorders: Treatment implications. School Psychology Review, 18, 487-501.
4. Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., & Lancee, W. (1996). Long-term consistency in speech/language profiles: I. Developmental and academic outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 804-814.
5. Berger, V. (2005). Selection biases and covariate imbalances in randomized clinical trials. Chichester, England: Wiley.
6. Bernstein, L. E., & Stark, R. E. (1985). Speech perception development in language-impaired children: A 4-year follow-up study. Journal of Speech and Hearing Disorders, 50, 2130.
7. Bishop, D. V. M., Adams, C. V., & Rosen, S. (2006). Resistance of grammatical impairment to computerized comprehension training in children with specific and non-specific language impairments. International Journal of Language & Communication Disorders, 41, 19-40.
8. Bishop, D. V. M., Carlyon, R. P., Deeks, J. M., & Bishop, S. J. (1999). Auditory temporal processing impairment: Neither necessary nor sufficient for causing language impairment in children. Journal of Speech, Language, and Hearing Research, 42, 1295-1310.
9. Brinton, B., Spackman, M. P., Fujiki, M., & Ricks, J. (2007). What should Chris say? The ability of children with specific language impairment to recognize the need to dissemble emotions in social situations. Journal of Speech, Language, and Hearing Research, 50, 798-811.
10. Bryk, A. S., & Raudenbush, S. W. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). London: Sage.
11. Camarata, S. M., Nelson, K. E., & Camarata, M. N. (1994). Comparison of conversational-recasting and imitative procedures for training grammatical structures in children with specific language impairment. Journal of Speech and Hearing Research, 37, 1414-1423.
12. Carrow-Woolfolk, E. (1999). Comprehensive Assessment of Spoken Language. Circle Pines, MN: AGS.
13. Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.
14. Cleave, P. L., & Fey, M. E. (1997). Two approaches to the facilitation of grammar in children with language impairments: Rationale and description. American Journal of Speech-Language Pathology, 6, 22-32.
15. Clegg, J., Hollis, C., Mawhood, L., & Rutter, M. (2005). Developmental language disorders - A follow-up in later adult life. Cognitive, language and psychosocial outcomes. Journal of Child Psychology and Psychiatry, 46, 128-149.
16. Cognitive Concepts. (2000a). Earobics Step 1 [Computer software]. Evanston, IL: Houghton Mifflin.
17. Cognitive Concepts. (2000b). Earobics Step 2 [Computer software]. Evanston, IL: Houghton Mifflin.
18. Cohen, W., Hodson, A., O'Hare, A., Boyle, J., Durrani, T., McCartney, E., et al. (2005). Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: Outcomes from a randomized controlled trial. Journal of Speech, Language, and Hearing Research, 48, 715-729.
19. Conti-Ramsden, G., & Botting, N. (1999). Classification of children with specific language impairment: Longitudinal considerations. Journal of Speech, Language, and Hearing Research, 42, 1195-1204.
20. Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research, 47, 145-161.
21. DiSimoni, F. (1978). The Token Test for Children. Rolling Meadows, IL: Riverside.
22. Dorling Kindersley. (1999). My first amazing world explorer (Version 2.0) [Computer Software]. New York: DK Interactive Learning.
23. Ellis Weismer, S., & Evans, J. L. (2002). The role of processing limitations in early identification of specific language impairment. Topics in Language Disorders, 22(3), 15-29.
24. Fazio, B. B., Naremore, R. C., & Connell, P. J. (1996). Tracking children from poverty at risk for specific language impairment: A 3-year longitudinal study. Journal of Speech and Hearing Research, 39, 611-624.
25. Fey, M. E., Cleave, P. L., Long, S. H., & Hughes, D. L. (1993). Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. Journal of Speech and Hearing Research, 36, 141-157.
26. Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37, 913-923.
27. Gillam, R. B., Crofford, J. A., Gale, M. A., & Hoffman, L. M. (2001). Language change following computer-assisted language instruction with Fast ForWord or Laureate Learning Systems software. American Journal of Speech-Language Pathology, 10, 231-247.
28. Gillam, R. B., & Ukrainetz, T. A. (2006). Language intervention through literature-based units. In T. A. Ukrainetz ( Ed.), Contextualized language intervention: Scaffolding preK-12 literacy achievement ( pp. 59-94). Eau Claire, WI: Thinking Publications.
29. Gillam, R. B., & Ukrainetz, T. M. (2006). Language intervention through literature-based units. In T. M. Ukrainetz ( Ed.), Literate language intervention: Scaffolding PreK-12 literacy achievement (pp. 59-94). Eau Claire, WI: Thinking Publications.
30. Herbert, J. D., & Gaudiano, B. A. (2005). Moving from empirically supported treatment lists to practice guidelines in psychotherapy: The role of the placebo concept. Journal of Clinical Psychology, 61, 893-908.
31. Hill, P. R., Hogben, J. H., & Bishop, D. V. M. (2005). Auditory frequency discrimination in children with specific language impairment: A longitudinal study. Journal of Speech, Language, and Hearing Research, 48, 1136-1146.
32. Hoffman, L. M., & Gillam, R. B. (2004). Verbal and spatial information processing constraints in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 114-125.
33. Johnston, J. R. (2006). Thinking about child language: Research to practice. Eau Claire, WI: Thinking Publications.
34. Kaiser, A. P., Yoder, P. J., & Keetz, A. (1992). Evaluating milieu teaching. In S. F. Warren & J. Reichle ( Eds.), Causes and effects in communication and language intervention (pp. 9-48). Baltimore: Brookes.
35. Kaufman, A. S., & Kaufman, N. L. (1990). Kaufman Brief Intelligence Test. Circle Pines, MN: AGS.
36. Kernan, W. N., Viscoli, C. M., Makuch, R. W., Brass, L. M., & Horwitz, R. I. (1999). Stratified randomization for clinical trials. Journal of Clinical Epidemiology, 52(12), 19-26.
37. Knowledge Adventure, Inc. (1999). Dinosaur adventure 3-D (Version 4.0.1) [Computer software]. Torrance, CA: Author.
38. Kraus, N., McGee, T. J., Carrell, T. D., Zecker, S. G., Nicol, T. G., & Koch, D. B. (1996, August 16). Auditory neurophysiologic responses and discrimination deficits in children with learning problems. Science, 273, 971-973.
39. Kreft, I., & De Leeuw, J. (1998). Introducing multilevel modeling. London: Sage.
40. Leonard, L. B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
41. Littell, R. C. (2002). SAS for linear models (4th ed.). Cary, NC: SAS Institute.
42. Lohr, J. M., DeMaio, C., & McGlynn, F. D. (2003). Specific and nonspecific treatment factors in the experimental analysis of behavioral treatment efficacy. Behavior Modification, 27, 322-368.
43. Marler, J. A., & Champlin, C. A. (2005). Sensory processing of backward-masking signals in children with language-learning impairment as assessed with the auditory brain-stem response. Journal of Speech, Language, and Hearing Research, 48, 189-203.
44. Marler, J. A., Champlin, C. A., & Gillam, R. B. (2001). Backward and simultaneous masking measured in language-learning impaired children who received intervention with Fast ForWord or Laureate Learning systems software. American Journal of Speech-Language Pathology, 10, 258-268.
45. Merzenich, M. M., Jenkins, W. M., Johnson, P., Scheiner, C., Miller, S. L., & Tallal, P. (1996, January 5). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-81.
46. Miller, L., Gillam, R., & Peña, E. (2001). Dynamic assessment and intervention of children's narratives. Austin, TX: Pro-Ed.
47. Nagarajan, S. S., Wang, X., Merzenich, M. M., Schreiner, C. E., Johnston, P., Jenkins, W. M., et al. (1998). Speech modification algorithms used for training language learning-impaired children. IEEE Transactions on Rehabilitation Engineering, 6, 257-267.
48. Nelson, K. E., Camarata, S. M., Welsh, J., & Butkovsky, L. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children. Journal of Speech and Hearing Research, 39, 850-859.
49. Newcomer, P. L., & Hammill, D. D. (1997). Test of Language Development - Primary, Third Edition. Austin, TX: Pro-Ed.
50. Nordic Software, Inc. (1999). Coin critters (Version 2.1.4A) [Computer software]. Lincoln, NE: Author.
51. Norris, J. A. (1989). Providing language remediation in the classroom: An integrated language-to-reading intervention method. Language, Speech, and Hearing Services in Schools, 20, 205-218.
52. Paul, R. (2001). Language disorders: From infancy through adolescence (2nd ed.). St. Louis, MO: Mosby.
53. Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS. Journal of Educational Research, 97, 147-157.
54. Puelo, J. S., & Pastore, R. E. (1980). Contralateral cuing effects in backward masking. The Journal of the Acoustical Society of America, 67, 947-951.
55. St. Louis, K. O., & Ruscello, D. M. (2000). Oral Speech Mechanism Screening Examination - Third Edition. Austin, TX: Pro-Ed.
56. Schneider, P., & Watkins, R. V. (1996). Applying Vygotskian developmental theory to language intervention. Language, Speech, and Hearing Services in Schools, 27, 157-170.
57. Scholastic, Inc. (2001a). The magic school bus discovers flight [Computer software]. New York: Author.
58. Scholastic, Inc. (2001b). The magic school bus: Whales & dolphins [Computer software]. New York: Author.
59. Scientific Learning Corporation. (1998). Fast ForWord Language [Computer software]. Berkeley, CA: Author.
60. Semel, E. (2000). Following directions [Computer software]. Winooski, VT: Laureate Learning Systems.
61. Semel, E., Wiig, E. H., & Secord, W. A. (2000). Clinical Evaluation of Language Fundamentals, Third Edition, UK. London: The Psychological Corporation.
62. Silva, P. A., Williams, S., & McGee, R. (1987). A longitudinal study of children with developmental language delay at age three: Later intelligence, reading and behavior problems. Developmental Medicine & Child Neurology, 29, 630-640.
63. Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: Sage.
64. Snowling, M., & Hulme, C. (1989). A longitudinal case study of developmental phonological dyslexia. Cognitive Neuropsychology, 6, 379-401.
65. Soleil Software, Inc. (1998). Zurk's rainforest lab [Computer software]. Palo Alto, CA: Author.
66. Strong, C. J., & Hoggan, K. C. (1996). The magic of stories: Literature-based language intervention. Eau Claire, WI: Thinking Publications.
67. Tallal, P. (1980). Auditory temporal perception, phonics, and reading disabilities in children. Brain and Language, 9, 182-198.
68. Tallal, P. (1990). Fine-grained discrimination deficits in language-learning impaired children are specific neither to the auditory modality nor to speech perception. Journal of Speech and Hearing Research, 33, 616-617.
69. Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews: Neuroscience, 5, 721-728.
70. Tallal, P., & Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. Trends in Neurosciences, 29, 382-390.
71. Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., et al. (1996, January 5). Language comprehension in language learning impaired children improved with acoustically modified speech. Science, 271, 81-84.
72. Thibodeau, L., Friel-Patti, S., & Britt, L. (2001). Psychoacoustic performance in children completing Fast ForWord Training. American Journal of Speech-Language Pathology, 10, 248-257.
73. Thibodeau, L. M., Friel-Patti, S., & Britt, L. (2002). Psychoacoustic performance in children completing Fast ForWord training. American Journal of Speech-Language Pathology, 10, 248-257.
74. TLC Educational Properties LLC. (1999a). Arthur's 1st grade [Computer software]. Novato, CA: The Learning Company.
75. TLC Educational Properties LLC. (1999b). Arthur's 2nd grade [Computer software]. Novato, CA: The Learning Company.
76. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, S., & O'Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245-1260.
77. Tomblin, J. B., Records, N. L., & Zhang, X. (1996). A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research, 39, 1284-1294.
78. Tomblin, J. B., Zhang, X., Buckwalter, P., & O'Brien, M. (2003). The stability of primary language disorder: Four years after kindergarten diagnosis. Journal of Speech, Language, and Hearing Research, 46, 1283-1296.
79. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: Pro-Ed.
80. Weismer, S. E. (1997). The role of stress in language processing and intervention. Topics in Language Disorders, 17(4), 41-52.
81. Wilson, M. S., & Fox, B. J. (1997). Micro-LADS [Computer software]. Winooski, VT: Laureate Learning Systems.
82. Wright, B. A. (2001). Why and how we study human learning on basic auditory tasks. Audiological Neuro-otology, 6, 207-210.
83. Wright, B. A., Lombardino, L. J., King, W. M., Puranik, C. S., Leonard, C. M., & Merzenich, M. M. (1997, May 8). Deficits in auditory temporal and spectral resolution in language-impaired children. Nature, 387, 176-178.