***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: A speech processing algorithm was developed to create more salient versions of the rapidly changing elements in the acoustic waveform of speech that have been shown to be deficiently processed by language -learning impaired ( LLI ) children . LLI children received extensive daily training , over a 4-week period , with listening exercises in which all speech was translated into this synthetic form . They also received daily training with computer “ games ” design ed to adaptively drive improvements in temporal processing thresholds . Significant improvements in speech discrimination and language comprehension abilities were demonstrated in two independent groups of LLI children PURPOSE This study explored the prevalence and stability of behavioral difficulties and self-concepts between the ages of 8 and 17 years in a sample of children with a history of specific language impairment ( SLI ) . We investigated whether earlier behavioral , emotional , and social difficulties ( BESD ) ; self-concepts ; and language and literacy abilities predicted behavioral difficulties and self-concepts at 16/17 years . METHOD In this prospect i ve longitudinal study , 65 students were followed up with teacher behavior ratings and individual assessment s of language , literacy , and self-concepts  at 8 , 10 , 12 , 16 , and 17 years . RESULTS The students had consistently higher levels than norms of 5 domains of BESD , which had different trajectories over time , and poorer scholastic competence , whose trajectory also varied over time . Earlier language ability did not predict later behavioral difficulties or self-concepts , but the prediction of academic self-concept at 16 by literacy at 10 years approached significance . CONCLUSIONS The importance of distinguishing domains of behavioral difficulties and self-concept is demonstrated . Language , when measured at 8 or 10 years of age , was not a predictor of behavior or self-concepts at 16 years , or of self-concepts at 17 years . The study stresses the importance of practitioners addressing academic abilities and different social-behavioral domains in delivering support for adolescents with SLI PURPOSE The present intervention study investigated the efficacy of the ACT & Check Strategy intervention to improve inference generation when reading , metacognitive ability , general reading comprehension , and social inference ability in adults with high-functioning autism spectrum disorder ( HF-ASD ) . METHOD Twenty-five adults with HF-ASD were r and omly assigned to either a treatment or a control group . Treatment sessions were conducted in 1-hr sessions , twice a week , for a total of 6 weeks . Treatment focused on explicit instruction of components of inference generation , categories of inferences , and increasingly independent strategy use . RESULTS The treatment group demonstrated significantly superior performance on 1 of 2 measures of inference generation in reading and 1 measure of metacognitive ability compared with the control group . Significant differences between groups were not found on measures of reading comprehension or social inference ability . CONCLUSION These findings suggest that the ACT & Check Strategy was effective in improving  participants ' ability to generate inferences in reading and certain metacognitive abilities , but the skills do not appear to generalize to other social communication context s , such as social inference generation . This research provides a measure of support for explicitly teaching inference generation to address a reading inference deficit in adults with HF-ASD The goal of this r and omized controlled trial was to investigate whether Jungle Memory working memory training ( JM ) affects performance on working memory tasks , performance in mathematics and gains made on a mathematics training ( MT ) in school aged children between 9–12 years old ( N = 64 ) with both difficulties in mathematics , as well as attention and working memory . Children were r and omly assigned to three groups and were trained in two periods : ( 1 ) JM first , followed by MT , ( 2 ) MT first , followed by JM , and ( 3 ) a control group that received MT only . Bayesian analyses showed possible short term effects of JM  on near transfer measures of verbal working memory , but none on visual working memory . Furthermore , support was found for the hypothesis that children that received JM first , performed better after MT than children who did not follow JM first or did not train with JM at all . However , these effects could be explained at least partly by frequency of training effects , possibly due to motivational issues , and training-specific factors . Furthermore , it remains unclear whether the effects found on improving mathematics were actually mediated by gains in working memory . It is argued that JM might not train the components of working memory involved in mathematics sufficiently . Another possible explanation can be found in the training ’s lack of adaptivity , therefore failing to provide the children with tailored instruction and feedback . Finally , it was hypothesized that , since effect sizes are generally small , training effects are bound to a critical period in development PURPOSE The purpose of this early efficacy study ( Fey & Finestack , 2009 ) was to determine whether a new context ualized language intervention ( CLI ) or an existing de context ualized language intervention ( DLI ) result ed in greater changes in children 's language and narration in comparison to a no-treatment condition ( CON ) . METHOD Sixteen children between the ages of 6;0 ( years;months ) and 9;0 were r and omly assigned to the CLI and DLI groups . Eight similar-age children from the no-treatment phase of a separate study acted as a control group . Children in the CLI and DLI conditions received 50-min group intervention sessions 3 times per week for 6 weeks . Sentence- and discourse-level measures were administered to assess intervention outcomes . RESULTS Both interventions were associated with statistically significant gains on sentence- and discourse-level measures when compared to a no-treatment condition . Effect size analyses demonstrated that the CLI group outperformed the DLI group on all outcome measures . CONCLUSION The results revealed signs of efficacy in an intervention approach in which clinicians treated multiple linguistic targets using meaningful activities with high levels of topic continuity . With some minor revisions , this intervention should be ready to be tested in a larger , more costly , and more internally valid efficacy study Seventy-seven children between the ages of 6 and 10 years , with severe mixed receptive-expressive specific language impairment ( SLI ) , participated in a r and omized 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 . St and ardized 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 design ed 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 PURPOSE A r and omized controlled trial was conducted to compare the language and auditory processing outcomes of children assigned to receive the Fast ForWord Language intervention ( FFW-L )  with the outcomes of children assigned to nonspecific or specific language intervention comparison treatments that did not contain modified speech . METHOD Two hundred sixteen children between the ages of 6 and 9 years with language impairments were r and omly assigned to 1 of 4 conditions : ( a ) Fast ForWord Language ( FFW-L ) , ( b ) academic enrichment ( AE ) , ( c ) computer-assisted language intervention ( CALI ) , or ( d ) individualized language intervention ( ILI ) provided by a speech- language pathologist . All children received 1 hr and 40 min of treatment , 5 days per week , for 6 weeks . Language and auditory processing measures were administered to the children by blinded examiners before treatment , immediately after treatment , 3 months after treatment , and 6 months after treatment . RESULTS The children in all 4 conditions improved significantly on a global language test and a test of backward masking . Children with poor backward masking scores who were r and omized to the FFW-L condition did not present greater improvement on the language measures than children with poor backward masking scores who were r and omized to the other 3 conditions . Effect sizes , analyses of st and ard error of measurement , and normalization percentages supported the clinical significance of the improvements on the Comprehensive Assessment of Spoken Language ( E. Carrow-Woolfolk , 1999 ) . There was a treatment effect for the Blending Words subtest of the Comprehensive Test of Phonological Processing ( R. K. Wagner , J. K. Torgesen , & C. A. Rashotte , 1999 ) . Participants in the FFW-L and CALI conditions earned higher phonological awareness scores than children in the ILI and AE conditions at the 6-month follow-up testing . CONCLUSION Fast ForWord Language , the intervention that provided modified speech to address a hypothesized underlying auditory processing deficit , was not more effective at improving general language skills or temporal processing skills than a nonspecific comparison treatment ( AE ) or specific language intervention comparison treatments ( CALI and ILI ) that did not contain modified speech stimuli . These findings call into question the temporal processing hypothesis of language impairment and the hypothesized benefits of using acoustically modified speech to improve language skills . The finding that children in the 3 treatment conditions and the active comparison condition made clinical ly relevant gains on measures of language and temporal auditory processing informs our underst and ing of the variety of intervention activities that can facilitate development Purpose We examined the effectiveness of a multi strategy inference intervention design ed to increase inference making and reading comprehension for middle- grade struggling readers . Method A total of 66 middle- grade struggling readers were r and omized to treatment ( n = 33 ) and comparison ( n = 33 ) conditions . Students in the treatment group received explicit instruction in 4 inference strategies ( i.e. , clarification using text clues ; activating and using prior knowledge ; underst and ing character perspectives and author 's purpose ; answering inferential questions ) . In addition , narrative and informational texts were carefully chosen and sequenced to build requisite background knowledge to form inferences . Intervention was delivered in small groups of 3 students for 10 days of instruction . Results One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on a proximal measure of Egyptian-content knowledge ( g = 1.37 ) and on a st and ardized measure of reading comprehension-i.e . , Wechsler Individual Achievement Test-Third Edition Reading Comprehension ( g = 0.46 ) . Conclusion The moderate effect on a st and ardized measure of reading comprehension provides preliminary evidence for the effectiveness of this multi strategy inference intervention in improving reading comprehension of middle- grade struggling readers Children with language -based learning impairments ( LLIs ) have major deficits in their recognition of some rapidly successive phonetic elements and nonspeech sound stimuli . In the current study , LLI children were engaged in adaptive training exercises mounted as computer “ games ” design ed to drive improvements in their “ temporal processing ” skills . With 8 to 16 hours of training during a 20-day period , LLI children improved markedly in their abilities to recognize brief and fast sequences of nonspeech and speech stimuli PURPOSE This nonr and omized feasibility study was design ed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech- language pathologist ( SLP ) in a regular classroom setting . METHOD Forty-three children attending 2 first- grade classrooms participated in the study . Children in each classroom were divided into high- and low-risk subgroups on the basis of their performance on a narrative test . Narrative and vocabulary instruction was provided by an SLP in 1 classroom for three 30-min periods per week for 6 weeks . RESULTS The children in the experimental classroom made clinical ly significant improvements on narrative and vocabulary measures ; children in the comparison classroom did not . Within the experimental classroom , children in the high-risk subgroup demonstrated greater gains in narration and fewer gains in vocabulary than children in the low-risk subgroup . There were no subgroup differences in the comparison classroom . CONCLUSION These preliminary results provide early evidence of the feasibility of implementing a narrative instruction program in a classroom setting . Children at a high risk for language difficulties appeared to profit more from the narrative instruction than from the embedded vocabulary instruction . More extensive research on this instructional program is warranted PURPOSE Fast ForWord- Language ( FFW-L ) is design ed to enhance children 's processing of auditory-verbal signals and , thus , their ability to learn language . As a preliminary evaluation of this cl aim , we examined the effects of a 5-week course of FFW-L as an adjuvant treatment with a subsequent 5-week conventional narrative-based language intervention ( NBLI ) that targeted narrative comprehension and production and grammatical output . METHOD Twenty-three children 6 - 8 years of age with language impairments were assigned r and omly to 1 of 3 intervention sequences : ( a ) FFW-L/NBLI , ( b ) NBLI/FFW-L , or ( c ) wait/NBLI . We predicted that after both treatment periods , the FFW-L/NBLI group would show greater gains on measures of narrative ability , conversational grammar , and nonword repetition than the other groups . RESULTS After the first 5-week study period , the intervention groups , taken together ( i.e. , FFW-L/NBLI and NBLI/FFW-L ) , significantly outperformed the no-treatment wait/NBLI group on 2 narrative measures . At the final test period , all 3 groups displayed significant time-related effects on measures of narrative ability , but there were no statistically significant between-groups effects of intervention sequence . CONCLUSIONS This preliminary study provides no evidence to support the cl aim that FFW-L enhances children 's 
    Output:
    
Results The use of interventions design ed to improve WM capacity and other cognitive skills is currently not supported by the research .