In Britain, hundreds of students with reading and language delays have completed Fast ForWord programmes under the guidance of Innovative Therapies and our trained professionals.

Amelia, a 10-year old girl with autism from Wales, completed both Fast ForWord Language and Fast ForWord Language to Reading. During the first programme, Amelia’s mother noted that her “concentration seems to be improving, and she has more complex sentence construction, and much more spontaneous language. Interestingly, her speech is sounding more natural, with more appropriate inflection. …We are thrilled at what seems to be a daily improvement.”

After the second programme, Amelia’s parents again noted “we have seen a further slight increase in spontaneous language, and a definite increase in understanding of more complex language. …Overall, she continues to delight and surprise us.”  Two months following completion, progress was still being noted. Amelia’s mother reported, “…we began to hear her using prepositions, which after 2½ years of trying to get her to use them expressively was wonderful. She continues to be chatty, and has the odd flash of inspired language…. She is commenting on new things with minimal prompting and altogether seems much more aware of her surroundings and the people around her.”

A young boy with Autism from Sussex, who uses ABA, recently completed the Fast ForWord for Language programme. His mother told us in the beginning that, “He is thoroughly enjoying all the games. He goes and puts the CD on himself and starts unprompted.” After completion of the programme, she admitted that “It's hard to evaluate, but I have noticed that his spelling and mental maths don't seem quite so tedious and there appears to be more mental agility in those areas.”

Parents and teachers also report remarkable changes in children’s behavior after completing the Fast For Word programmes. They say that the programmes empower children to participate in the world in ways they never have before. The results are greater academic success, stronger self-image and more positive participation in social situations.

           The mother of a twelve-year-old boy from London reported that her son “appears more 'with it' and is engaging more in groups. He is beginning to understand jokes and some catch phrases. Overall he seems more independent, including in his schoolwork.”

The Fast ForWord programmes are appropriate for people with a variety of language deficits, including those associated with autism and dyslexia. Children as young as five years of age may use the programme as long as they know how to use the computer and can understand basic cognitive concepts.

          Fast ForWord programmes have been shown to significantly improve language and reading skills in teens and adults as well. A girl from Britain completed Literacy and Literacy Advanced, the training programmes for adolescents and adults, when she was 16 years old. In addition to improved pre- and post-treatment test scores, Katherine’s mother reported that she didn’t get so tired after school now and was finishing her homework much more quickly. This is probably because she is reading and understanding more easily and not exerting so much effort to complete her work. Katherine just entered the university of her choice this Fall.

          The exercises of the Fast ForWord programmes use patented technology to adapt to each child’s beginning skill level and to regulate on-going performance. Each programme’s interactive learning environment is based on more than two decades of neurological research, with validation that is unprecedented in language and reading programmes available to the public.

         Lewis is a 9-year old boy diagnosed with dyslexia. After completing Fast ForWord Language, his mother told us that, “We have now received Lewis's half term report. It is the first time he has ever achieved better than E or F grading for reading or writing. This time he has managed a D for both, so something is working!” While working on Fast ForWord Language to Reading, Lewis’s mother reported that, “We have been told that already many improvements have been seen in creative composition, written work, reading, concentration attention span and maths.  He is willing to tackle anything; is not fazed by his problems and has enlightened his classmates about Dyslexia and Fast ForWord, which is great. He takes his scores to school to show his class teacher, Headmaster, and Dyslexia teacher. We have been told he is extremely proud of his achievements and how much fun Fast ForWord is. He thinks it is wonderful!” 

         James’ mother reported that, “I watched James a little bit yesterday doing LCB and saw a real difference in the way he approached the more complex sentences. Although he still got some wrong he really seemed to be understanding more - that there were 3 persons, the girl boy and clown and that different things applied to them. He looked at the boy who is hugging and the girl being kissed by the clown and put it together! It was great!”

         After the completion of the Fast ForWord programme, the mother of 7-year old Jacob told us, “He is progressing well at school. His teacher has said that he appears to be listening to and understanding more of what is said in class, and that he is able to work with less supervision. His reading is improving, too. He still finds it difficult, but he is more confident and is now happy to try. Before the summer he was unwilling to attempt reading. My husband and I are very pleased with the progress that Jacob has made over the past few months, and we have been very impressed with his level of cooperation.”

Written by a London parent of a now-10-year-old boy with Autism who completed Fast ForWord Language and Language to Reading in August 2001

My child has severe Speech and Language difficulties with a diagnosis of Autism, and has now completed two Fast ForWord programmes: Language and Language to Reading. Once he got used to settling down for 90 minutes after school and got into the routine of the programme, he really enjoyed it. Unlike other "therapy" type computer programmes, Fast ForWord really did seem to individualize to the progress of the child. When things got a bit tough and my son became restless, the programme would change to something he could cope with and succeed in, which seemed to encourage him.

After he had completed the programme, his sequencing skills developed and his auditory memory improved. Previously, it was difficult for him to listen to a story and retain details from it. He could not answer questions about the story afterwards. With the Fast ForWord Language to Reading programme, he started to look at and listen more closely to the story. He began to understand more complex sentences.

He also picked up some interesting Americanisms such as:  the girl is "mad" rather than “cross”. Otherwise there was "no problem"(oops!) with the American version. Most importantly, the benefits seem to have had long-term effects. And my son definitely missed it when we finished the programme.

Written by the parents of a 12-year-old boy from London with Autism. He completed Fast ForWord Language and Language to Reading in August 2002

Our little Daniel has become 12 years old, which doesn't seem possible.  Daniel’s teachers at school have noticed great changes in Daniel. He is very responsive in class and more interactive with class activities - he joins in more, and there has been no bad behaviours for quite a long time. He seems more at ease with every aspect within school. His speech has become clearer, although they haven’t noticed changes in language yet. They are very impressed with what Daniel has achieved in such a short time.

We have noticed a lot of difference with his speech at home. It is clearer and we are also getting new language, which is very exciting for all of us. We are looking forward to even more progress as time goes on. We thank you and look forward to a better future for Daniel.

Written by the mother of an 8 ½ -year-old boy in Scotland who has Autism Spectrum Disorder. After 4 weeks of Fast ForWord, his mother sent the following report:

When I asked the person who helps Peter in school for a few hours a week how he was doing, she said he is doing brilliantly. There have been big changes. He is much better at sitting at carpet time when the teacher talks for up to 40 minutes to the kids. Before the October holidays the teacher or the helper regularly had to direct his attention back but now he is much more attentive and needs very little prompting. He seems to be able to bring his own attention back quite quickly. He used to sit and poke people or play with books from the bookcase if he was near it, but not so anymore. When he is stuck now, he always asks; whereas before he would just sit and vegetate!

There have been huge improvements in the playground as well. He is now able to play very well with a group of children and needs no adult supervision to join in. Today I watched him at lunchtime go and join a group of boys and play various games for 30 minutes. When lining up at school to go in, he now goes and chats to other kids. The helper at Boy Scouts said there has also been a big improvement in his joining in. Also he is really enjoying going now, which he wasn't before.

His speech therapy session last week was fantastic. He was finishing off the assessment and scored very well into the normal range. Attention was excellent throughout.

At home he is very chatty and asking lots of questions as usual, but much more advanced. Usually about what certain phrases he has heard mean. He is not nearly as repetitive with his questions. I don't think he has been nearly as unresponsive when I call him either. He has hardly been on his trampoline and I have not been to Costco to buy paper. Jumping and drawing were his 2 great interests. He is much more sociable and always seems to be around rather than away on his own upstairs.

I take him to tennis lessons as well. This week he looked like he was away on another planet and the teacher was having a very hard time getting his attention. The week before had been much better. When I asked him why he hadn't been paying attention he told me he was thinking about the dream he had been having the night before. I woke him up for school during the middle of the dream and he was not pleased. This was the first time I can recall him saying he had dreamt, as he always used to say he never had dreams.

Last week he went Trick or Treating with his sister and a couple of her classmates and their younger siblings who are Peter's age. His sister said he was brilliant and very normal! My next-door neighbour asked me why Peter didn't go to her house. She hadn't recognized him in his costume and his behaviour was so normal!

So yes I think we can safely say there have been some very positive changes in Peter!!

More about Peter:

Peter was originally seen for a Speech/Language Pathology evaluation on 1^st October 2003. He then received two weeks of the Fast ForWord Language intervention programme and quickly progressed to the next level programme, Language to Reading, which he completed in six weeks. He finished Fast ForWord Language to Reading in December 2003. On 11 December 03, I received the following email from his mother:

“He is pleased to be finished but is still talking about doing the next program although says he needs a break until after Christmas! Told him that we were meeting you on Saturday, which he is happy about. It's been his school concerts this week and he has done exceptionally well. I was very proud when I watched him. I had a meeting with his teacher on Monday and she said he has made tremendous progress recently both socially and academically. Still didn't tell her about the program in case we do the next one. Don't want her looking for changes, as it's far better for her comments to be spontaneous.”

I saw Peter that Saturday for his re-evaluation on 13^th December 2003; Peter was 8 years 6 months old. On the SCAN-C, he showed the following pre- and post-treatment results:

                                          October 2003                           December 2003

                               SS             Percentile                                   SS             Percentile     

Peter was not administered the LINDAMOOD AUDITORY CONCEPTUALIZATION TEST (LAC) pre-treatment. This test, which consists of a series of encoding tasks similar to those inherent in reading and spelling, was administered post-treatment to determine if we wanted to go on to the Fast ForWord to Reading programme.  The auditory-conceptual skill that is measured involves two related abilities:  the ability to discriminate one speech sound from another and the ability to perceive and compare the number and order of sounds within spoken patterns.  Peter scored 40 on this test.  The recommended minimum score for his grade level was 71.  On this test, where Peter scored below the expected minimum score for his age, he was able to discriminate one speech sound from another and to reproduce the stimulus patterns with 100% accuracy. However, he had significant difficulty with the ability to perceive and sequence sounds within spoken patterns.  This task is very similar to what is required for spelling and for decoding words in order to be able to read them. 

We decided to proceed to Fast ForWord to Reading. Before beginning, Mom wrote on

06 January 04, “I have asked Peter today if he wants to do the Reading program and he is very positive!! Still seeing amazing things in him. His writing has improved unbelievably and you can dramatically see the difference as you look through his workbook. Can't believe it is the same person's work.”

Following are emails received from Peter’s mother during the program.

On 01 February 04: “Well that is week 1 complete! Peter seems to be enjoying the program although finds it a lot harder than the last 2. I can see he is getting on better with Hog Hat Zone, as the first time he did it, he found it really hard.”

4 February 2004: “After only one week on the Reading program and already I have something to share with you. Peter had been very interested in reading Goosebumps books in Oct and Nov 03 but found them hard to read. He would only read them if an adult would read them with him, taking in turn about to read a page. On Sunday night I went into his room and found him reading a new Goosebumps book on his own and he was already at chapter 9!”

5 February 04: “Peter was doing his weekly spelling homework tonight. This involves spelling 16 words, which he always knows because he is a brilliant speller but also he has to choose 5 of the words and make into 5 sentences. He was significantly better at this tonight and seemed to find it much easier to construct grammatically correct sentences.”

10 February 04: “Normally I have to supervise Peter doing his homework but tonight he has done the weeks worth of homework needing very little supervision. Maths he did totally on his own, got them all correct, and with his spelling words he did the first 3 sentences totally on his own.”

03 March 04: “Peter has read 7 Goosebumps books since half term plus he has read 4 books at school during silent reading!!! He is now doing his homework without assistance.”

11 March 04: “Just back from parents’ night at Peter's school. He got an absolutely glowing report. The teacher is completely amazed at how he has come on this year. I had a meeting with her about Peter's reading a few days before we met up with you in December and as I told you at the time she had expressed similar concerns about his reading that you did. She said there was no way he was ready to sit Level B in reading (this is the Scottish level on our National Curriculum that most pupils in his year group should be able to get by the end of this year). 

“Anyway at parents’ night she said that as there had been such a dramatic improvement in his reading recently she decided to test him at Level B last week and he easily passed! 

Obviously we knew there had been huge changes but it is lovely to have them backed up with hard evidence!”

07 March 04- The best part is this email letter I received from Peter!

Dear Aditi,   I finished Hog Hat Zone today so I am so happy that I finished the whole program. I finished Chicken Dog first, then Scrap Cat, then Canine Crew, then Book Monkeys, then Twisted Pictures and then Hog Hat Zone. The program was fun. It helped me so much at reading and made me interested in reading and helped me read a lot for a long time.  Thank you for giving me the program and thank you for helping me to be good at reading.   Love from Peter

Aditi E. Silverstein, MA, CCC-SLP
Innovative Therapies, PC
innovativetx@att.net