Investigation of authorship in facilitated communication.
We examined whether facilitated communication users, under controlled conditions, could transmit rudimentary information to a naive facilitator. Forty-three students across 10 classrooms were shown a single randomly selected word with their facilitator out of the room. The facilitator then entered the room and asked the student to type the word, which was recorded exactly as typed and later evaluated; approximately 3,800 attempts were conducted over a 6-week period. Results showed that (a) under controlled conditions, some facilitated communication users can pass accurate information and (b) measurement of facilitated communication under test conditions may be significantly benefitted by extensive practice of the test protocol, which could partially account for the inability of several past studies to verify facilitated communication-user originated output.
Cardinal
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School of Education, Center for Educational and Social Equity, Chapman University, Orange, CA 92666, USA.
Hanson
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Wakeham
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D000293:Adolescent; D000328:Adult; D002648:Child; D003143:Communication Devices for People with Disabilities; D003145:Communication Methods, Total; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D007805:Language Development Disorders / Q000534:rehabilitation*; D008297:Male; D014706:Verbal Learning; D015443:Word Processing