Citations (29)
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Read on this site (6)
Katharine P. Beals. (2020) Review of Communication Alternatives in Autism: Perspectives on Typing and Spelling Approaches for the Nonspeaking. Journal of Evidence-Based Social Work 17:3, pages 361-367.
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Bronwyn Hemsley$suffix/text()$suffix/text(). (2016) Evidence does not support the use of Rapid Prompting Method (RPM) as an intervention for students with autism spectrum disorder and further primary research is not justified. Evidence-Based Communication Assessment and Intervention 10:3-4, pages 122-130.
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Bronwyn Hemsley & Stephen Dann. (2014) Social media and social marketing in relation to facilitated communication: Harnessing the affordances of social media for knowledge translation. Evidence-Based Communication Assessment and Intervention 8:4, pages 187-206.
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Kimberly Wombles. (2014) Some fads never die—they only hide behind other names: Facilitated Communication is not and never will be Augmentative and Alternative Communication. Evidence-Based Communication Assessment and Intervention 8:4, pages 181-186.
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Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane. (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example. Evidence-Based Communication Assessment and Intervention 8:2, pages 62-101.
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Russell Lang, Amy Harbison Tostanoski, Jason Travers & James Todd. (2014) The only study investigating the rapid prompting method has serious methodological flaws but data suggest the most likely outcome is prompt dependency. Evidence-Based Communication Assessment and Intervention 8:1, pages 40-48.
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Articles from other publishers (23)
Giovanni Nicoli, Giulia Pavon, Andrew Grayson, Anne Emerson & Suvobrata Mitra. (2023) Touch may reduce cognitive load during assisted typing by individuals with developmental disabilities. Frontiers in Integrative Neuroscience 17.
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Nicole R. Friedman, Laci Watkins, Lucy Barnard-Brak, Angela Barber & Susan W. White. (2023) De-implementation of Low-Value Practices for Autism Spectrum Disorder. Clinical Child and Family Psychology Review.
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Katharine P. Beals. 2022. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum
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Gretchen Scheibel, Thomas L. Zane & Kathleen N. Zimmerman. (2022) An Economic Evaluation of Emerging and Ineffective Interventions: Examining the Role of Cost When Translating Research into Practice. Exceptional Children 88:3, pages 245-262.
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Ashley Creem, Justin B. Leaf & Misty L. Oppenheim-Leaf. 2022. Handbook of Autism and Pervasive Developmental Disorder. Handbook of Autism and Pervasive Developmental Disorder
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Katharine Beals. (2021) Book Review: Autism and the myth of the person alone. Research on Social Work Practice 31:4, pages 421-425.
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Casey L. Woodfield & Justin E. Freedman. (2021) Barriers to Knowing and Being Known: Constructions of (In)competence in Research. Philosophical Inquiry in Education 28:2, pages 177-195.
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James T. Todd. 2021. Encyclopedia of Autism Spectrum Disorders. Encyclopedia of Autism Spectrum Disorders
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Vikram K. Jaswal, Allison Wayne & Hudson Golino. (2020) Eye-tracking reveals agency in assisted autistic communication. Scientific Reports 10:1.
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Ralf W. Schlosser, Bronwyn Hemsley, Howard Shane, James Todd, Russell Lang, Scott O. Lilienfeld, David Trembath, Mark Mostert, Seraphina Fong & Samuel Odom. (2019) Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence. Review Journal of Autism and Developmental Disorders 6:4, pages 403-412.
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Craig A. Foster. (2019) Deej‐a Vu: Documentary revisits facilitated communication pseudoscience. Behavioral Interventions 34:4, pages 577-586.
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Jessica F. Scherr, Elizabeth M. Kryszak & James A. Mulick. 2019. Pseudoscience in Child and Adolescent Psychotherapy. Pseudoscience in Child and Adolescent Psychotherapy
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Victoria F. Knight, Heartley B. Huber, Emily M. Kuntz, Erik W. Carter & A. Pablo Juarez. (2018) Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability. Focus on Autism and Other Developmental Disabilities 34:1, pages 3-14.
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Stuart Vyse, Bronwyn Hemsley, Russell Lang, Scott O. Lilienfeld, Mark P. Mostert, Henry D. SchlingerJr.Jr., Howard C. Shane, Mark Sherry & James T. Todd. (2019) Whose words are these? Statements derived from Facilitated Communication and Rapid Prompting Method undermine the credibility of Jaswal & Akhtar's social motivation hypotheses. Behavioral and Brain Sciences 42.
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Martine M. Smith. (2018) Constructing and Navigating Cultural Borderlands Using Augmentative and Alternative Communication. Topics in Language Disorders 38:2, pages 96-107.
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Bronwyn Hemsley, Lucy Bryant, Ralf W Schlosser, Howard C Shane, Russell Lang, Diane Paul, Meher Banajee & Marie Ireland. (2018) Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability. Autism & Developmental Language Impairments 3, pages 239694151882157.
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Pat Mirenda. (2016) Values, Practice, Science, and AAC. Research and Practice for Persons with Severe Disabilities 42:1, pages 33-41.
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Jason C. Travers. (2016) Evaluating Claims to Avoid Pseudoscientific and Unproven Practices in Special Education. Intervention in School and Clinic 52:4, pages 195-203.
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Florence D. DiGennaro Reed, Matthew D. Novak, Amy J. Henley, Denys Brand & Mary E. McDonald. 2017. Handbook of Social Skills and Autism Spectrum Disorder. Handbook of Social Skills and Autism Spectrum Disorder
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Jason C. Travers, Matt Tincani, Julie L. Thompson & Richard L. Simpson. 2016. Instructional Practices with and without Empirical Validity. Instructional Practices with and without Empirical Validity
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Jason C. Travers, Kevin Ayers, Richard L. Simpson & Stephen Crutchfield. 2016. Early Intervention for Young Children with Autism Spectrum Disorder. Early Intervention for Young Children with Autism Spectrum Disorder
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Jason C. Travers, Matt J. Tincani & Russell Lang. (2015) Facilitated Communication Denies People With Disabilities Their Voice. Research and Practice for Persons with Severe Disabilities 39:3, pages 195-202.
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