Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: Outcomes from a randomized controlled trial
Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: Outcomes from a randomized controlled trial
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DOI：
10.1044/1092-4388(2005/049
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发表时间：
2005-06-01
影响因子：
2.6
通讯作者：
Watson, J
中科院分区：
文献类型：
--
作者：
Cohen, W;Hodson, A;Watson, J
采用Fast forward （FFW; Scientific Learning Corporation, 1997,2001）对77名6 ~ 10岁的重度混合性接受表达特异性语言障碍（SLI）儿童进行了随机对照试验（RCT）。FFW是一种基于计算机的干预方法，使用声学增强的语音刺激来治疗特殊语言障碍。作为适应性训练过程的一部分，这些刺激被修改以夸大其时间和强度特性。所有参加随机对照试验的儿童在整个试验期间都保持常规的语言治疗和学校制度。接受性和表达性语言的标准化测量用于评估基线时的表现，并测量9周和6个月时的治疗结果。儿童被分配到三组中的一组。A组（n = 23）接受FFW干预作为家庭治疗，为期6周。B组（n = 27）接受了商业上可获得的基于计算机的活动，旨在促进语言作为电脑游戏接触的控制。C组（n = 27）未接受额外的研究干预。每一组在语言成绩上都取得了显著的进步，但计算机干预都没有产生额外的影响。因此，本随机对照试验的结果并不支持FFW作为严重混合性接受-表达型特殊语言障碍儿童的干预效果。
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.