Time and Task Sampling Approach to Validation: A Quantitative Evaluation of Facilitated Communication Using Educational Computer Games
Annual Conference of the Association for Persons with Severe Handicaps,
This study asked whether nine adolescent and adult facilitated communication users with autism could, in a facilitator-blind condition, respond accurately to stimuli presented on a computer screen, thus demonstrating that they are the sole authors of their communication. A time and task sampling method was used, in which various communication tasks were introduced over a period of months. Both open and blind conditions were developed, with blind conditions tailored to individual participants' support needs and facilitation styles. Researchers visually monitored each facilitator, and viewed each videotaped session twice to assure the integrity of the blind condition. Videotapes were also viewed by independent judges. Five participants achieved scores on computer games in blind conditions higher than would be expected by chance. Three who did not do so failed to complete sufficient items in the blind condition. Four participants spontaneously read material presented on computer screens aloud, independently pointing to correct responses or verbalizing a synonym of the stimulus word. Five participants demonstrated some independent typing. Each participant required emotional and logistical support to manage test anxiety, facilitate sequencing of actions, and shift attention from the computer screen to the computer keyboard. (Contains 15 references.) (PB)
Olney, M.F. (1995). Time and Task Sampling Approach to Validation: A Quantitative Evaluation of Facilitated Communication Using Educational Computer Games. Presented at Annual Conference of the Association for Persons with Severe Handicaps 1995.