Can the Facilitated Communication Method Support Autistic People, According to Facilitators' Opinions?

• Authors: Anna-Kaisa Sipilä , Kaarina Määttä
• Languages of publication: EN

Abstracts

EN

AAC practitioners and researchers have developed non-speech communication strategies and technology greatly during the past 30 years. This article concentrates on one of them: the Facilitated Communication Method. The aim of this research is to describe the facilitated communication method in the light of the perceptions and experiences of facilitators (N= 11) who have assisted handicapped people with expressing themselves with this method. The purpose is to bring out the use of the method, its preconditions and functionality, especially among autistic people. The data was gathered by semi-structured interviews. The research was based on a qualitative research paradigm with a phenomenographic method. The results show that no common formula for how to make the facilitated communication method succeed can be found, because every communication situation is different. However, the method aids many people with communication disabilities who are searching for a communication method that supports speech replacement.

Keywords

EN

facilitated communication; autism; facilitation; facilitator; AAC methods

• Publisher: Sciendo
• Journal: Psychology of Language and Communication
• Year: 2011
• Volume: 15
• Issue: 1
• Pages: 1-26

Dates

published

2011-01-01

online

2011-05-16

Contributors

author

Anna-Kaisa Sipilä

• Tervaväylä School, Oulu

author

Kaarina Määttä

• University of Lapland, Rovaniemi

References

• Airaksinen, T. & Kuusela, A. (1989). Etiikka - hyvän elämän tiede [The Ethics - The science of a good life]. Helsinki: Valtion Painatuskeskus.
• Attwood, T. (2001). Foreword. In L. Blackman (Ed.), Lucy's story. Autism and other adventures (pp. 1-4). London: Jessica Kingsley.
• Blackman, L. (Ed.) (2001). Lucy's story. Autism and other adventures. London: Jessica Kingsley.
• Basler-Eggen, A. (2000). Untersuchungen zur Validität und zu Auswirkungen der Methode der Gestutzten Kommunikation (Facilitated Communication). Inaugural-Dissertation zur Erlangung des Doktorgrades der Philosophie an der Ludwig-Maximilians-Universität Munchen.
• Bebko, J., Perry, A., & Bryson, S. (1996). Multiple method validation study of facilitated communication: II. Individual differences and subgroup results. Journal of Autism and Developmental Disorders, 26 (1), 19-43.[Crossref]
• Biklen, D. (1990). Communication unbound: Autism and praxis. Harvard Educational Review, 60 (3), 291-314.
• Biklen, D., Morton M., Saha, S., Duncan, J., Gold, D., Hardardottir, M., Karna, E., O'Connor, S., & Rao, S. (1991). "I AMN NOT A UTISTIVC ON THJE TYP" ("I'm not autistic on the typewriter"). Disability, Handicap & Society, 6 (3), 161-180.
• Biklen, D. (1993). Communication unbound. How facilitated communication is challenging traditional views of autism and ability/disability? New York: Teachers College Press.
• Biklen, D. (Eds.) (2005a). Autism and the myth of the person alone. New York: New York University Press.
• Biklen, D. (2005b). An Introduction to Tito Rajarshi Mukhopadhyay. In D. Biklen (Ed.), Autism and the myth of the person alone (pp. 110-117). New York: New York University Press.
• Bogdashina, O. (2004). Communication issues in autism and asperger syndrome: Do we speak the same language? London: Jessica Kingsley.
• Bomba, C., O'Donnell, L., Markowitz, C. & Holmes, D. (1996). Evaluating the impact of facilitated communication of fourteen students with autism. Journal of Autism and Developmental Disorders, 26 (1), 43-59.[Crossref]
• Cabay, M. (1994). Brief report: A controlled evaluation of facilitated communication using open-ended and fill-in questions. Journal of Autism and Developmental Disorders, 24 (4), 517-527.[Crossref]
• Cardinal, D., Hanson, D. & Wakeman, J. (1996). Investigation of authorship in facilitated communication. Mental Retardation, 34 (4), 231-242.[PubMed]
• Crossley, R. (1994). Facilitated communication training. New York: Teachers College Press.
• Denzin, N. & Lincoln, Y. (1998). The landscape of qualitative research. Theories and issues. Thousand Oaks, CA: Sage.
• Duchan, J. (1993). Issues raised by facilitated communication for theorizing and research on autism. Journal of Speech and Hearing Research, 36 (4), 1108-1119.
• Duchan, J. (1995). The role of experimental research in validating facilitated communication: A reply. Journal of Speech and Hearing Research, 38 (1), 206-210.
• Eberlin, M., McConnachie, G., Ibel, S. & Volpe, L. (1993). Facilitated communication: A failure to replicate the phenomenon. Journal of Autism and Developmental Disorders, 23 (3), 507-530.[Crossref]
• Eskola, J. & Suoranta, J. (2001). Johdatus laadulliseen tutkimukseen [The basics of qualitative research]. Tampere: Vastapaino.
• Fried-Oken, M., Paul, R. & Fay, W. (1995). Questions concerning facilitated communication: Response to Duchan. Journal of Speech and Hearing Research, 38 (1), 200-201.
• Green, G. & Shane, H. (1994). Science, reason, and facilitated communication. Journal of The Association for Persons with Severe Handicaps, 19 (3), 151-172.
• Haracopos, D. (1988). Hvad med mig? Om autistiske born og unge [What about me? About autistic children and youth]. Allerød: Andonia.
• Horner, R. (1994). Invited commentary. Facilitated communication: Keeping it practical. Journal of The Association for Persons with Severe Handicaps, 19 (3), 185-186.
• Hudson, A., Melita, B. & Arnold, N. 1993). Brief report: A case study assessing the validity of facilitated communication. Journal of Autism and Developmental Disorders, 23 (1), 165-173.[Crossref]
• Iversen, P. (2006). Strange son. Two mothers, two sons, and the quest to unlock the hidden world of autism. New York: Penguin.
• Janzen-Wilde, M., Duchan, J. & Higginbotham, D. (1995). Successful use of facilitated communication with an oral child. Journal of Speech and Hearing Research, 38 (3), 658-676.
• Järvikoski, A. & Härkäpää, K. (2008). Kuntoutuksen käsityksen muutos ja asiakkuuden muotoutuminen [The change of opinions about rehabilitation] In P. Rissanen, T. Kallanranta, & A. Suikkanen (Eds.), Kuntoutus [Rehabilitation] (pp. 51-62). Helsinki: Duodecim.
• Kent-Walsh, J. & McNaughton, D. (2005). Communication partner in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21 (3), 195-204.
• Kerola, K. & Kujanpää, S. (2000). Kommunikoinnin vaikeuksiin vastaaminen [Answers to difficulties of communication]. In K. Kerola, S. Kujanpää & T. Timonen (Eds.), Autismikuntoutus [The rehabilitation of autism] (pp. 23-46). Jyväskylä: PS-kustannus.
• Kerrin, R. & Murdock, J. (1998). Who is doing the pointing? Investigating facilitated communication in a classroom setting with students with autism. Focus on Autism & Other Developmental Disabilities, 13 (2), 73-80.
• Kochmeister, S. (1994). Reflections on a year of turmoil and growth. Facilitated Communication Digest, 2 (4), 6-8.
• Koivikko, M. & Louhiala, P. (2001). Lasten kuntoutuksen etiikasta [The ethics of rehabilitation of children]. Suomen lääkärilehti [Finnish Medicine Journal], 56 (18), 2047-2050.
• Kontu, E. & Rämä, I. (2006). Tuettu kirjoittaminen vuorovaikutuksena [Facilitated writing as interaction]. Erika, Erityisopetuksen tutkimus- ja menetelmätieto [Erika, The Journal of Research of Special Education], University of Jyväskylä, 3, 16-19.
• Kvale, S. (1996). Interviews. An introduction to qualitative research interviewing. London: Sage.
• Kvale, S. & Brinkman, S. (2009). Interviews. Learning the craft of qualitative research interviewing. Thousand Oaks, CA: Sage.
• Kärnä-Lin, E. (1993). Facilitated communication - uusi kommunikaatiomenetelmä [Facilitated communication - a new communication method]. The Journal of ISAAC Suomi-Finland, 2.
• Kärnä-Lin, E. (1995). Facilitated communication. Erityiskasvatus [The Journal of Special Education], 38 (3), 6-29.
• Kärnä-Lin, E. (2003). Oikeus kommunikointiin. Sanansaattaja Joensuun yliopistosta [The right to communicate - message from University of Joensuu]. Joensuun yliopiston tiedotuslehti [Bulletin of University of Joensuu], 9, 2-3.
• Kärnä-Lin, E. (2005). Oulun osahanke "Joidenkin kieli on iholle kirjoitettu" [The language may be written on the skin]. In J. Schimkewitsch & K. Launonen (Eds.), Kommunikaatioprojekti 1999-2005. Loppuraportti. Autismi- ja Aspergerliiton julkaisuj [Communication-project 1999-2005. The Reports of the Autism and Asperger Association], 1, 28-43.
• Kärnä-Lin, E. (2006). Aineistolähtöinen analyysi ja grounded theory-menetelmän soveltaminen tutkimuksessa [How to apply grounded theory methods and databasis analysis]. In K. Ruoho (Ed.), Tehtävänä erityispedagoginen näkökulma. Tutkimusta erityiskasvatuksen laitoksella [The perspective of special education. The reports of Faculty of Education]. Joensuu: Joensuun yliopisto.
• Latomaa, T. (1994). Pedagogiikan paradoksi - kasvatus sosiaalisena toimintana [Paradoxical pedagogy]. Kasvatus [Education], 25 (1), 66-71.
• Launonen, K. (2005). Näkökulmia tuettuun kommunikoinnin harjoittelutekniikkaan [Perspectives to praxis of facilitated communication]. Puheterapeutti [Speech Therapist], 1, 4-8.
• Levine, K., Shane, H. & Wharton, R. (1994). What If…: A plea to professionals to consider the risk ratio of facilitated communication. Mental Retardation, 32 (4), 300-304.[PubMed]
• Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
• Lindqvist, M. (1985). Ammattina ihminen [To be a human being as a profession]. Helsinki: Otava.
• Marcus, E., Shevin, M. (1997). Sorting it out under fire: Our journey. In D. Biklen & D. Cardinal (Eds.), Contested words, contested science. Unravelling the facilitated communication controversy (pp. 115-134). New York: Teachers College Press.
• Marton, F. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21 (3), 28-49.
• Marton, F. & Booth S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.
• Mirenda, P. (2008). A back door approach to autism and AAC. Augmentative and Alternative Communication, 24 (3), 220-234.
• Moore, S., Donovan, B., Hudson, A., Dykstra, J., & Lawrence, J. (1993). Brief report: Evaluation of eight case studies of facilitated communication. Journal of Autism and Developmental Disorders, 23 (3), 531-552.[Crossref]
• Mostert, M. (2001). Facilitated communication since 1995: A review of published studies. Journal of Autism and Developmental Disorders, 31 (3), 287-313.[Crossref]
• Mukhopadhyay, T. (2000). Beyond the silence: My life, the world and autism. London: National Autistic Society.
• Mukhopadhyay, T. (2003). The Mind Tree. New York: Arcade.
• Niemi, J. & Kärnä-Lin, E. (2002). Grammar and lexicon in facilitated communication: A linguistic authorship analysis of a Finnish case. Mental Retardation, 40 (5), 347-357.[Crossref][PubMed]
• Niemi, J. & Kärnä-Lin, E. (2003a. Four vantage points to the language performance and capacity of human beings: Response to Saloviita and Sariola. Mental Retardation, 41 (5), 380-385.[Crossref]
• Niemi, J. & Kärnä-Lin, E. (2003b. Whose mind/language is closer to the keyboard? Response to Strumey. Mental Retardation, 41 (5), 386 - 387.
• Niikko, A. (2003). Fenomenografia kasvatustieteellisessä tutkimuksessa [Phenomenography in educational research] (Research reports of University of Joensuu, Faculty of Education 85). Joensuu: Joensuun yliopisto.
• Ojalammi, U. & Leppänen, M. (2005). Fasilitointi - faktaa, fiktioita vai filunkia [Facilitation - Fact, fiction or cheating] (Pro gradu-thesis. Special education in Faculty of Education. University of Jyväskylä). Retrieved 10.12.2008 from:
• Olney, M. (1997). A controlled study of facilitated communication using computer games. In D. Biklen & D. Cardinal (Eds.), Contested words, contested science. Unravelling the facilitated communication controversy (pp. 96-114). New York: Teachers College Press.
• Otter, L. & Masefield, E. (2001). Facilitated communication at the Chinnor Resource Unit. A journey. In J. Richter & S. Coates (Eds.), Autism - The search for coherence (pp. 152-175). London: Jessica Kingsley.
• Patton, M. (1990). Qualitative evaluation and research methods. London: Sage.
• Paul, J., French P., & Cranston-Gingras, A. (2001). Ethics and special education. Focus on Exceptional Children, 34 (1), 1-16.
• Pilvang, M. (2002). Facilitated communication in Denmark. Retrieved 12.04.2008 from:
• Regal, R., Rooney, J., & Wandas, T. (1994). Facilitated communication: An Experimental evaluation. Journal of Autism and Developmental Disorders, 24 (3), 345-355.[Crossref]
• Robson, C. (1993). Real world research. A resource for social scientists and practitioner-researchers. Oxford: Blackwell.
• Räsänen, R. (1993). Opettajan etiikkaa etsimässä. Opettajan etiikka-opintojakson kehittelyprosessi toimintatutkimuksena opettajankoulutuksessa [Searching for the ethics of teaching] (Acta Universitatis Ouluensis series E. Scientiae rerum socialum 12). Doctoral Dissertation. University of Oulu.
• Sabin, L. & Donnellan, A. (1993). A qualitative study of the process of facilitated communication. Journal of the Association of Persons with Severe Handicaps, 18 (3), 200-211.
• Sajaniemi, N. (2007). Onko tiedeyhteisössä luovaa uteliaisuutta - torjua vai tutkia? [Is there creative curiosity in the science community?]. Kasvatus [Education], 38 (1), 70-72.
• Saloviita, T. & Sariola, H. (2003). Authorship in facilitated communication: A reanalysis of case of assumed representative authentic writing. Mental Retardation, 41 (5), 374-379.[Crossref]
• Shane, H. & Kearns, K. (1994). An examination of the role of the facilitator in "Facilitated communication". American Journal of Speech-language Pathology, 3 (3), 48-54.
• Sheehan, C. & Matuozzi, R. (1996). Investigation of the validity of facilitated communication through the disclosure of unknown information. Mental Retardation, 34 (2), 94-107.[PubMed]
• Silliman, E. (1995). Issues raised by facilitated communication for theorizing and research on autism: Comments on Duchan's (1993) tutorial. Journal of Speech and Hearing Research, 38 (1), 204-206.
• Silverman, D. (2005). Doing qualitative research. Practical handbook. Thousand Oaks, CA: Sage.
• Simon, E., Whitehair, P., & Toll, D. (1996). A case study: Follow-up assessment of facilitated communication. Journal of Autism and Developmental Disorders, 26 (1), 9-19.[Crossref]
• Szempruch, J. & Jacobson, J. (1993). Evaluating facilitated communications of people with developmental disabilities. Research in Developmental Disorders, 14 (4), 253-264.[PubMed]
• Tuomi, J. & Sarajärvi, A. (2002). Laadullinen tutkimus ja sisällönanalyysi [Qualitative research and content analysis]. Helsinki: Tammi.
• Tuzzi, A., Cemin, M., & Castanga, M. (2004). "Moved deeply I am". Autistic language in texts produced with FC. Journees internationals d'Analyse statistique des Donnees Textuelleds, 7, 1-9.
• Tuzzi, A. (2009). Grammar and lexicon in individuals with autism: A quantitative analysis of Large Italian Corpus. Intellectual and Developmental Disabilities, 47 (5), 373-385.
• Tynjälä, P. (1991). Kvalitatiivisten tutkimusmenetelmien luotettavuudesta [The reliability of quantitative research methods]. Kasvatus [Education], 22 (5-6), 387-398.
• Uljens, M. (1991). Phenomenography - Qualitative approach in educational research. In L. Syrjälä & J. Merenheimo (Eds.). Kasvatustutkimuksen laadullisia lähestymistapoja [The qualitative perspective of science of education] (pp. 80-107). Oulu: Oulun yliopisto.
• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
• Wurzburg, G. (2004). Autism is a world (Documentary). Washington, DC: State of the Art.

Identifiers

DOI

10.2478/v10057-011-0001-5