Computer-Assisted Language Intervention Using Fast ForWord®: Theoretical and Empirical Considerations for Clinical
1The University of Texas at Austin.
Language, Speech, and Hearing Services in Schools
|October 1, 1999
Summary
This review critically examines Fast ForWord®, a computer-assisted language intervention. It questions the scientific validity of claims regarding its effectiveness for children with language-learning impairments, offering cautionary advice for clinicians.
Area of Science:
- Speech-Language Pathology
- Educational Psychology
- Neuroscience
Background:
- Fast ForWord® is a widely publicized computer-assisted language intervention.
- Claims suggest significant improvements in speech processing and language ability for children with language-learning impairments.
- The program's efficacy and scientific basis warrant critical evaluation.
Purpose of the Study:
- To critique the theoretical underpinnings of the Fast ForWord® program.
- To evaluate the documented treatment outcomes associated with Fast ForWord®.
- To assess the clinical methodology of this intervention approach.
Main Methods:
- Critical review of theoretical basis.
- Analysis of documented treatment outcomes.
- Examination of clinical methods.
- Development of cautionary statements for clinicians.
Main Results:
- The article identifies potential concerns regarding the scientific evidence supporting Fast ForWord®.
- Fifteen cautionary statements are presented for clinical consideration.
- The review questions the extent to which claims are scientifically proven versus promotional.
Conclusions:
- Clinicians should carefully consider the evidence and potential limitations before recommending Fast ForWord®.
- Further rigorous scientific investigation is needed to validate the program's claims.
- A critical perspective is essential when evaluating popular intervention programs.
