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Abstract

Facilitated communication is purported to be a unique and effective communication option for individuals with autism and other severe disabilities. However, empirical validity for this claim has not been established. In an attempt to understand the utility and validity of facilitated communication, the present study focused on evaluating the effectiveness of facilitated communication in a 15-week validation study. The study was conducted with preschoolers, elementary-age children, secondary-age youth with autism, and their teachers, who served as the students' facilitators. Several participants revealed the ability to complete simple set work and related responses to requests and questions to which the facilitators knew the answers. However, students were unable to correctly respond to questions the facilitator lacked answers to. Results of the study are presented, along with a discussion of the implications of using facilitated communication with students with autism.

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EFFECTIVENESS OF FACILITATED COMMUNICATION WITH CHILDREN AND YOUTH WITH AUTISM

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