[article]
| Titre : |
Facilitated Communication: The Contribution of Physical, Emotional and Mental Support |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
M. Mary KONSTANTAREAS, Auteur ; Gregory GRAVELLE, Auteur |
| Article en page(s) : |
p.389-414 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study examined types of support in Facilitated Communication with 12 non-verbal individuals with autism. Literacy tasks of graduated difficulty that included letter identification, word comprehension, labelling and sentence completion were employed to address the possible presence of literacy under three conditions of support: physical, emotional and mental. Although full facilitator support resulted in high performance levels on all tasks, emotional and physical support alone yielded unintelligible or minimal output. Thus, contrary to proponents' claims as to the importance of physical and emotional support, facilitated output hinges crucially on facilitator-provided mental support. In this study this was true regardless of task difficulty and motor requirement complexity, arguing against the technique's relevance to overcoming motor or emotional problems and demonstrating literacy in individuals with autism. |
| En ligne : |
http://dx.doi.org/10.1177/1362361398024005 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 |
in Autism > 2-4 (December 1998) . - p.389-414
[article] Facilitated Communication: The Contribution of Physical, Emotional and Mental Support [Texte imprimé et/ou numérique] / M. Mary KONSTANTAREAS, Auteur ; Gregory GRAVELLE, Auteur . - p.389-414. Langues : Anglais ( eng) in Autism > 2-4 (December 1998) . - p.389-414
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study examined types of support in Facilitated Communication with 12 non-verbal individuals with autism. Literacy tasks of graduated difficulty that included letter identification, word comprehension, labelling and sentence completion were employed to address the possible presence of literacy under three conditions of support: physical, emotional and mental. Although full facilitator support resulted in high performance levels on all tasks, emotional and physical support alone yielded unintelligible or minimal output. Thus, contrary to proponents' claims as to the importance of physical and emotional support, facilitated output hinges crucially on facilitator-provided mental support. In this study this was true regardless of task difficulty and motor requirement complexity, arguing against the technique's relevance to overcoming motor or emotional problems and demonstrating literacy in individuals with autism. |
| En ligne : |
http://dx.doi.org/10.1177/1362361398024005 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 |
|
Facilitated Communication: The Contribution of Physical, Emotional and Mental Support in Autism, 2-4 (December 1998)
