Looking Ahead An Introduction to Five Exploratory Studies of Fast ForWord Clinical Forum
Clinical Forum  |   August 01, 2001
Looking Ahead
 
Author Affiliations & Notes
  • Sandy Friel-Patti, PhD
    Callier Center for Communication Disorders, The University of Texas at Dallas
  • Diane Frome Loeb
    The University of Kansas
  • Ronald B. Gillam
    The University of Texas at Austin
  • Contact author: Sandy Friel-Patti, PhD, UTD/Callier Center for Communication Disorders, 1966 Inwood Road, Dallas, TX 75235.
    Contact author: Sandy Friel-Patti, PhD, UTD/Callier Center for Communication Disorders, 1966 Inwood Road, Dallas, TX 75235.×
  • Corresponding author: e-mail: sfp@utdallas.edu
Article Information
Clinical Forum: Fast ForWord
Clinical Forum   |   August 01, 2001
Looking Ahead
American Journal of Speech-Language Pathology, August 2001, Vol. 10, 195-202. doi:10.1044/1058-0360(2001/018)
History: Received April 11, 2000 , Accepted June 29, 2001
 
American Journal of Speech-Language Pathology, August 2001, Vol. 10, 195-202. doi:10.1044/1058-0360(2001/018)
History: Received April 11, 2000; Accepted June 29, 2001
Web of Science® Times Cited: 14

In this paper, we provide an introductory overview of a novel approach to language intervention called Fast ForWord (FFW), developed by the Scientific Learning Corporation. More than 20,000 children have received FFW intervention, and many researchers, clinicians, educators, and parents are asking questions about the effectiveness of FFW. To date, there are few evaluations of the treatment other than those that have been published by the developers of the FFW program. This introductory paper will discuss the underlying hypotheses associated with FFW, the components of FFW, and the few studies that have been published regarding the efficacy of FFW. A clinical outcome model based on the work of R. R. Robey and M. C. Schultz (1998)  is proposed as a way of understanding the contributions and limitations of previous intervention studies on FFW and as well as those presented in this issue. We end with a look at the questions that need to be asked by researchers and clinicians who are interested in FFW.

Author Note
Preparation of this paper was partially supported by a grant awarded to the first author from the Excellence in Education Fund through The University of Texas at Dallas, Callier Center for Communication Disorders.
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