Fast ForWord was developed by Michael Merzenich and Paula Tallal. Fast ForWord is an internet and CD-ROM based training program. The program presents a series of on-screen exercises using synthesized speech sounds that systematically vary in length. The child learns to distinguish sounds of increasingly brief duration. The program consists of 100 minutes per day, 5 days a week for 4-8 weeks. Scientific Learning Corporation (1999) suggests that this program is appropriate for children ranging in age from 5-14 who perform below normal limits on one or more formal tests that measure language development, phonological awareness, language comprehension, memory for directions, reading, or spelling (Paul, 2001).

Reported Strengths

This approach to language intervention may have a positive impact on the information processing abilities of some primary-grade children exhibiting language-learning impairments, especially when integrated within a larger program involving functional language intervention.

Reported Weaknesses

1. The increase in standard test performance reported from participation in the Fast ForWord program may be a result of improved attention and concentration, rather than auditory skills.
2. The theoretical issue of what causes a child to display difficulty acquiring language seems unresolved by this intervention program.
3. There is a lack of research in the theoretical foundations of a language disorder and in experimentally controlled studies contrasting various forms of language intervention.
4. There is no direct evidence that neurological changes, similar to those documented in monkeys occur in children after Fast ForWord training.
5. The program is very expensive!

Reported Limitations

1. There is not enough evidence based information to determine if temporal processing deficits cause language-learning impairments.
2. There is no direct evidence to determine that Fast ForWord training alters brain morphology in children with LLI.
3. Difficulty interpreting the results of different measures administered to children with different diagnoses, different ability levels, and different amounts of treatment from a large field study conducted by Merzenich, Tallal, and their colleagues.
4. Children in the training program play the same games for 100 minutes per day, 5 days a week for up to 6 weeks. It could be difficult to keep the children engaged and interested.
5. Performance on standardized testing is not always the best way to assess a child’s language use in academic and social contexts.

Reported Cautions

1. The gains reported on standardized test measures following the training are not unusually large when compared to language gains from other treatment studies.
2. There is no direct evidence to support that general communication skills improve as a result of Fast ForWord training.
3. It is difficult to determine which children will or will not benefit from the training.
4. Preliminary evidence states that some children with autism spectrum disorders had higher scores on formal language testing following participation in the program. This should be viewed with caution because the precise language and cognitive abilities of the children in the study have not been reported, and it is unclear why a program designed to improve temporal processing skills was presented to children with semantic-pragmatic disorders.
5. Currently, there are no published studies of the treatment to show best practices in assessment by comparing post-test scores to the 95% confidence interval of pretest scores.

Cost
The cost varies depending on which program is purchased. Price range is $1,200.00-$1,600.00.

References
Gillam, R.B. (1999). Computer-assisted language intervention using fast-forward: Theoretical and empirical considerations for clinical decision-making. Language, Speech, and Hearing Services in Schools, 30, 363-370.
Johnson, C.J. (2006). Getting started in evidence-based practice for childhood speech- language disorders. American Journal of Speech-Language Pathology,15,20- 35.
Paul, R. (2001). Language disorders from infancy through adolescence: Assessment & intervention. Mosby Inc., 2nd ed. Scientific Learning Corporation. (1999).
Fast ForWord: Assessment. Available: http://www.fastforword.com/html/ff/assessment.html [Web page].
Tallal, P., Saunders, G., Miller, S., Jenkins, W.M., Protopapas, A., & Merzenich, M.M. (1997). Rapid training-driven improvement in language ability in autistic and other PDD children. Society for Neuroscience, 23, 490.