FACILITATED COMMUNICATION WITH CHILDREN DIAGNOSED AS AUTISTIC IN PUBLIC-SCHOOL SETTINGS

In spite of claims that facilitated communication is a unique and effe ctive communication option for individuals with autism, validity of th is method has not been established. The present study focused on evalu ating the effectiveness of facilitated communication with elementary-a ge children with autism. Ten public school children and their teachers , who served as facilitators, were involved in this 15-week facilitate d communication validation study. Several subjects revealed ability to complete simple responses to requests and questions to which the faci litators knew the answers. However, little success was shown by subjec ts in answering questions to which the facilitators lacked answers, or in communicating via an augmentative communication device. Results of the study are discussed, along with implications for future use of fa cilitated communication with children with autism.