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Advances in Clinical Child Psychology pp 197–232Cite as

Disability and Facilitated Communication

A Critique

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Part of the book series: Advances in Clinical Child Psychology ((ACCP,volume 17))

Abstract

Extensive controversy has developed in relation to the use of what is termed facilitated communication, or more recently, facilitated communication training. The procedure can be considered to be part of the general field of augmentative and alternative communication (AAC). AAC is a global term used to refer to methods of communicating that replace or supplement ordinary methods such as speech and handwriting (Beukelman & Mirenda, 1992; College of Speech Therapists, 1989). AAC methods typically involve people with disabilities in the use of manual procedures such as signing, or in the use of communication boards, or finally in the use of electronic equipment. In general, AAC methods are used independently by the disabled person. Facilitated communication has been defined in various ways, but the most frequent definition is “a teaching strategy, used to help people with severe communication impairments develop the hand skills needed to use communication aids independently” (Crossley, 1992b, p. 43). The technique usually involves some form of physical assistance by another person, called a facilitator, to help the speech-impaired person accurately point at letters or push keys on a communication device of some sort. The letters then spell out the intended message. The communication device may be a high-technology device such as a computer, or a low-technology communication device such as an alphabet board.

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Author information

Authors and Affiliations

  1. Department of Psychology and Intellectual Disability Studies, Royal Melbourne Institute of Technology, Bundoora, Victoria, 3083, Australia

    Alan Hudson

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  1. Alan Hudson
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Editor information

Editors and Affiliations

  1. Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA

    Thomas H. Ollendick

  2. University of South Carolina, Columbia, South Carolina, USA

    Ronald J. Prinz

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© 1995 Springer Science+Business Media New York

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Hudson, A. (1995). Disability and Facilitated Communication. In: Ollendick, T.H., Prinz, R.J. (eds) Advances in Clinical Child Psychology. Advances in Clinical Child Psychology, vol 17. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9044-3_5

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  • DOI: https://doi.org/10.1007/978-1-4757-9044-3_5

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4757-9046-7

  • Online ISBN: 978-1-4757-9044-3

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