Effects of Computer-Based Intervention Through Acoustically Modified Speech (Fast ForWord) in Severe Mixed Receptive—Expressive Language Impairment

Abstract

Seventy-seven children between the ages of 6 and 10 years, with severe mixed receptive-expressive specific language impairment (SLI), participated in a randomized controlled trial (RCT) of Fast ForWord (FFW; Scientific Learning Corporation, 1997, 2001). FFW is a computer-based intervention for treating SLI using acoustically enhanced speech stimuli. These stimuli are modified to exaggerate their time and intensity properties as part of an adaptive training process. All children who participated in the RCT maintained their regular speech and language therapy and school regime throughout the trial. Standardized measures of receptive and expressive language were used to assess performance at baseline and to measure outcome from treatment at 9 weeks and 6 months. Children were allocated to 1 of 3 groups. Group A (n = 23) received the FFW intervention as a home-based therapy for 6 weeks. Group B (n = 27) received commercially available computer-based activities designed to promote language as a control for computer games exposure. Group C (n = 27) received no additional study intervention. Each group made significant gains in language scores, but there was no additional effect for either computer intervention. Thus, the findings from this RCT do not support the efficacy of FFW as an intervention for children with severe mixed receptive-expressive SLI.

Computer‐based auditory training (CBAT): benefits for children with language‐ and reading‐related learning difficulties

“…Although Troia and Whitney's 31 study reported significant improvement in expressive language and greater gain in phonological awareness skills (limited to blending task) in the training group than in the untrained comparison group, neither group showed improvement in reading skills. 23,31 To summarize, in six of the eight independent studies that have reported improvement in the language skills of children after FFW intervention, the findings are probably a result of test-retest or maturational effects; [22][23][24][25][26][27]29,30 only two studies reported improvements in the language skills of children with SLI and in poor academic achievers. 28,31 One study found no significant improvement in the language measure at all.…”

“…Stevens et al 28 reported improvement in the receptive language skills of eight children with SLI and of 12 children with typically developing language after FFW training, but not in a typically developing untrained comparison group. Two independent randomized controlled trials by Cohen et al 29 and Gillam et al 30 compared the effectiveness of FFW-L and other intervention programmes and found no significant between-group differences in the gains made in the language measure after training, apart from in the phonological awareness skills. Cohen et al 31 reported that the FFW-L group slightly outperformed the others, whereas Gillam et al 32 reported that the FFW-L group and the computer-assisted language intervention group performed equally well in phonological awareness tests.…”

Perceptual training improves syllable identification in new and experienced hearing aid users

“…However, these studies typically required the intervention of a suitably trained clinician, which limited their practical application. In contrast, athome personal computer (PC)-based perceptual training has received much recent attention as a possible treatment for central auditory processing disorder and dyslexia [45][46][47][48][49][50]. Although the mechanism by which PCbased training enhances performance in these disorders is not well understood [51], training effects can be substantial.…”

A comparison between computer and tabletop delivery of phonology therapy

“…The programs vary in how far they were intended to be used independently of an SLP and in whether or not they are effective when compared to tabletop interventions with populations of language impaired children (Cohen et al, 2005;Gillam, Crofford, Gale, & Hoffman, 2001;Hook, Macaruso & Jones, 2001;Troia & Whitney, 2003).…”