Fast ForWord:
A Viewpoint

by Theresa Brassard, Audiologist

In 1997 The Scientific Learning Corporation introduced the Fast ForWord Programme.  Since its introduction there has been considerable interest and some controversy raised regarding the programme.

Fast ForWord was designed to facilitate the development of a childís language skills.  It is based on the premise that the language delays and auditory perceptual disabilities of many children stem from a slower rate of processing.  When children process information at a slower rate they will miss certain acoustic cues and on a micro level, may mishear individual words and confuse/interchange sounds within words.  On a more global level these children may experience difficulty in many areas of receptive and/or expressive language i.e. reduced vocabulary, difficulty remembering and/or sequencing information as well as in reading and reading comprehension.  The Fast ForWord programme attempts to increase the rate at which children process information resulting in improved/more accurate processing and subsequently improved language and reading skills.  This is accomplished through
a series of computer based exercises which utilize the theories of neural plascisity of the neural pathways and structures of the brain.

There are 7 games in the programme and each game targets various aspects of auditory processing and language. For example, the Circus Sequence game focuses on improving processing rate and discrimination between up and down tone sweeps.  Research has shown that to process language at a normal rate we ought to be able to hear the difference between tone sweeps, at the longest, of 40 msec. in duration. An inability to do so may result in language and/or processing difficulty. Another game, Language Comprehension Builder, aims to improve a childís ability to understand various grammatical constructs I.e. pronouns, plurals, negatives, passives, double negatives while Block Commander targets auditory memory skills.

Upon entering the programme all children start at the same basic level.  The children must attain a predetermined level of proficiency at that level before they are allowed to progress to the next level.  The rate at which a child progresses through the programme is therefore determined by the child.  On average, children well complete the programme in 6 to 8 weeks.  Many children will take longer (i.e. 12 weeks).  The maximum time allowed by Scientific Learning Corporation to remain on the programme is 6 months.

The Fast ForWord programme is a good programme which has benefitted many children. However, it is not appropriate for all children.

When evaluating candidacy for the Fast ForWord programme, several factors ought to be taken into consideration.

1) The age of the child. Technically the Fast ForWord programme was designed for
children 4 to 12 years of age. Many younger children however do not have certain concepts required and/or the attention span necessary to complete the programme.  Just because a child has a language delay does not mean that this is the best programme for the child at this time.  Each child must be evaluated individually to ascertain the appropriate time for entry.  Similarly, children beyond 12 years  of age can still benefit
from the programme. The gains, however, are often more subtle.

2)  Ability to wear earphones. The child must be comfortable wearing earphones for extended periods of time.

3) Behaviour and Attention Span.   Children with reduced attention spans will require very close supervision, 1:1 in many cases.  A reduced ability to concentrate does not preclude a child from going throught the programme.  It does, however, influence the structure and environment in which the programme is conducted.  Other behaviours must also be taken into consideration.  For some children, it is advisable to defer the programme until the child has reached a certain level of maturity/self-control.

4) Same/Different Concept.  Many of the games in the Fast ForWord programme require that the child understand this concept. Otherwise the programme ought to be
deferred until the concept is understood at least on a visual level.

5) Colours and Shapes.  Children ought to know basic colours and shapes to fully benefit from the programme.

Other considerations:

6) Expectations. Every child is an individual.  Although many children have shown significant improvements in language skills over the course of the programme, for others the gains have been more modest.  Even with careful selection there are no guarantees.

7) Location.  The programme can be conducted either at home or at a clinic location.  Location choice ought to be based on the environment which will be best for the child.

8) Monitoring.  Monitoring of the programme is a critical element for success.  It involves more than tracking a childís progress.  Monitoring includes interventions to help the child  acquire the concept of a game and strategies to assist the child in the event of a block.  This supplement to the programme ought to be provided regardless of the location (home, school or clinic) in which the programme is conducted.

The Fast ForWord programme has been very effective in stimulating the development of language skills in many children.  It is worth considering for children who exhibit speech-language and/or auditory processing difficulties, particularly those whose progress is slow or whose development has reached a plateau.  It is however meant to complement the speech- language therapy and other programmes the child may be attending. It should not be viewed as a replacement.

The views expressed in this article are personal and have not been reviewed nor solicited by Scientific Learning Corporation.

Theresa Brassard is an audiologist in private practice in Toronto, Ontario.  She holds a Fast ForWord certification by the Scientific Learning Corporation.