SOCIAL-PSYCHOLOGICAL ANALYSIS OF FACILITATED COMMUNICATION - IMPLICATIONS FOR EDUCATION

Despite lack of empirical support, facilitated communication was rapid ly adopted and used with individuals who have severe communication dis orders. An overview of the psychological literature was provided here to support theoretical explanations for this rapid adoption. The liter ature suggests that cognitive biases, ambiguous stimuli, and biases in data may be associated with a tendency to adopt interventions such as facilitated communication. Psychosocial influences associated with au tism, the helping relationship, and the professional career cycle may enhance a readiness to adopt alternative treatments. Social influences may create an environment in which fads arise. Suggestions were provi ded for students and professionals in the broad fields of rehabilitati on and education on how to improve their participation in developing a nd monitoring innovative treatment methods.