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• W2731294960 abstract "This paper addresses issues in the use of facilitated communication with persons having severe communication impairments, including autism. The research on facilitation is summarized, indicating that the vast majority of studies have found no evidence of communication but have found evidence of facilitator influence on the communicator's response. Difficulties in proving true communication with this approach are noted. Questions about the reliability and generalizability of positive results are raised. Ethical, legal, and social concerns in the use of thic methodology are also raised. These include differences between groups over whether facilitated communication should be used with a particular individual, risks of legal liability (as in accusations of sexual abuse under facilitated communication), and the social impact of such allegations on family or staff. Guidelines are suggested, which include evaluating the individual for ability to communicate without facilitator influence. The importance of establishing baseline communication competency is stressed. Above all, further research is urged to find out the conditions under which autistic individuals can communicate as well as finding methods for preventing facilitator cuing. (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 41/ U.11. DEPANTININT OF IIDUCATiON Ofhc al Educe her41 elasearch and NagoOs Wawa EDUCATIONAL RESOURCES INFORMATION CENTER (Vila 04* document nee been reproduced es received from the Wean ot orgentmeon ongtnetmd d. 0 Minor changes have been Inride to ornorovo recreiductiOn WOW Points 04 view or damsons Stated in OM door mord do nOt nOCOSalinly roorwool official OERI posdion of Parc/ FACILITATED COMMUNICATION: EMPIRICAL DATA AND CONSIDERATIONS FOR PRACTICE Facilitated communication, a technique of augmented communication that utilizes a facilitator to provide physical support for a person's hand, wrist, or arm while they spell out words, has received much popular attention since its description in this country by Bicklen and others. The apparent success of this technique in providing a communication modality for persons with severe communication impairments, epecially those with autism, has raised questions concerning our understanding of autism, and has led to difficult questions about the role of schools, professionals, and court systems in providing adaptive communication supports for such persons. This session will provide empirical data, issues from parents and school systems, and legal implications and findings that address the future role of facilitated communication as practice. David A. Coleman, Jr. and William F. Sullivan Devereux School, P.O. Box 40, Red Hook, NY 12471 John W. Jacobson N.Y.S.O.M.R.D.D., Albany, N.Y. 12229 Presented at the meeting of the American Association on Mental Retardation, 1993 (June), Washington, D.C. 2 PERMISSION TO REPRODUCE THIS MATE IAL HAS BEEN GRANTED BY , T 0 THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Facilitated Communication, a technique of augmented communication that utilizes a facilitator to provide support for a person's hand, wrist, or arm while they spell out words, has received much popular attention since it was described in this country by Bicklen (e.g. 1990). In addition to presentations on such national television programs as 20/20, the technique has drawn thoughtful comment from such writers as Cummins and Prior (1992) and Jacobson and Mulick (1992). The discussion over facilitated communication centers on claims that it has uncovered previously unsuspected language abiites in persons with autism, and over early accounts that the technique had been successful with virually all persons with whom it had been tried. To date, these claims have not been demonstrated through controlled, rigorous studies published in peer-reviewed professional journals. Nonetheless, facilitated communication has been introduced at a rapid pace around the country, to the extent that some parents and school districts have exerted substantial pressure on service providers to include facilitated communication in people's service plans. The present panel discussion will explore the use of facilitated communication from three perspectives. The first presenter will describe typical training programs that incorporate facilitated communication, will describe a method for evaluating persons for potential benefit from that technique, and will discuss program and outcome issues that derive from its use. The second presenter will present empirical data from several" @default.
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• W2731294960 date "1993-06-01" @default.
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• W2731294960 title "Facilitated Communication: Empirical Data and Considerations for Practice." @default.
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