Using occupational therapy principles and practice to support independent message generation by individuals using AAC instead of facilitated communication

References

• American Occupational Therapy Association. (2016). Assistive technology and occupational performance. American Journal of Occupational Therapy, 70(2), 1–9. doi:10.5014/ajot.2016.706S02
   Google Scholar
• American Occupational Therapy Association. (2020a). Occupational therapy practice framework: Domain and process (4th Edition). American Journal of Occupational Therapy, 74(2), 1–87. doi:10.5014/ajot.2020.74S2001
   Google Scholar
• American Occupational Therapy Association. (2020b). AOTA 2020 occupational therapy code of ethics. American Journal of Occupational Therapy, 74(3), 7413410005. doi:10.5014/ajot.2020.74S3006
   Google Scholar
• American Occupational Therapy Association. (2021). Occupational therapy scope of practice. American Journal of Occupational Therapy, 75(3), 1–10. doi:10.5014/ajot.2021.75S3005
   Google Scholar
• American Speech-Language-Hearing Association. (2018). Facilitated communication [Position Statement]. www.asha.org/policy/
   Google Scholar
• Atkins, M. S., Baumgarten, J. M., Yasuda, Y. L., Adkins, R., Waters, R. L., Leung, P., & Requejo, P. (2008). Mobile arm supports: Evidence-based benefits and criteria for use. The Journal of Spinal Cord Medicine, 31(4), 388–393. doi:10.1080/10790268.2008.11760741
   PubMed Web of Science ®Google Scholar
• Bodison, S., Watling, R., Kuhaneck, M., & Henry, D. (2008). Frequently asked questions about Ayres sensory integration. American Occupational Therapy Association.
   Google Scholar
• British Journal of Occupational Therapy. (1992). Announcements. British Journal of Occupational Therapy, 55(12), 469–477. doi:10.1177/030802269205501216
   Google Scholar
• Cabay, M. (1994). Brief Report: A controlled evaluation of facilitated communication using open-ended and fill-in questions. Journal of Autism and Developmental Disorders, 24(4), 517–527. doi:10.1007/BF02172132
   PubMed Web of Science ®Google Scholar
• Chan, J., & Nankervis, K. (2014). Stole voices: Facilitated communication is an abuse of human rights. Evidence-Based Communication Assessment and Intervention, 8(3), 151–156. doi:10.1080/17489539.2014.1001549
   Google Scholar
• Dodds, T. A., Martin, D. P., Stolov, W. C., & Deyo, R. A. (1993). A validation of the functional independence measurement and its performance among rehabilitation inpatients. Archives of Physical Medicine and Rehabilitation, 74(5), 531–536. doi:10.1016/0003-9993(93)90119-U
   PubMed Web of Science ®Google Scholar
• Gosnell, J., Costello, J., & Shane, H. (2011). Using a clinical approach to answer “what communication apps should we use? Perspectives on Augmentative and Alternative Communication, 20(3), 87–96. doi:10.1044/aac20.3.87
   Google Scholar
• Hemsley, B., Bryant, L., Schlosser, R. W., Shane, H. C., Lang, R., Paul, D., Banajee, M., & Ireland, M. (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(2), 239694151882157. doi:10.1177/2396941518821570
   Google Scholar
• Kanny, E. (1993). Core values and attitudes of occupational therapy practice. The American Journal of Occupational Therapy, 47(12), 1085–1086. doi:10.5014/ajot.47.12.1085
   Web of Science ®Google Scholar
• Lilienfeld, S. O., Marshall, J., Todd, J. T., & Shane, H. C. (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), 62–101. doi:10.1080/17489539.2014.976332
   Google Scholar
• Morin, K. L., Ganz, J. B., Gregori, E. V., Foster, M. J., Gerow, S. L., Genç-Tosun, D., & Hong, E. R. (2018). A systematic quality review of high-tech AAC interventions as an evidence-based practice. Augmentative and Alternative Communication (Baltimore, Md. : 1985)), 34(2), 104–117. doi:10.1080/07434618.2018.1458900
   PubMed Web of Science ®Google Scholar
• National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. National Autism Center.
   Google Scholar
• Pingale, V., Fletcher, T., & Candler, C. (2019). The effects of sensory diets on children’s classroom behaviors. Journal of Occupational Therapy, Schools, & Early Intervention, 12(2), 225–238. doi:10.1080/19411243.2019.1592054
   Web of Science ®Google Scholar
• Rose, E., McMahon, L. (2018). A multidisciplinary approach to AAC: Balancing language, access & function. Presentation at the American Speech-Language Hearing Association (ASHA) Convention, Boston, MA.
   Google Scholar
• Saloviita, T., Marjatta, L. A. N., & Ojalammi, U. (2014). Authorship in facilitated communication: An analysis of 11 cases. Augmentative and Alternative Communication (Baltimore, Md. : 1985)), 30(3), 213–225. doi:10.3109/07434618.2014.927529
   PubMed Web of Science ®Google Scholar
• Schaaf, R., Dumont, R. L., Arbesman, M., & May-Benson, T. A. (2018). Efficacy of occupational therapy using ayres sensory integration®: A Systematic Review. The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association, 72(1), 7201190010p1–7201190010p10. doi:10.5014/ajot.2018.028431
   PubMed Web of Science ®Google Scholar
• Schlosser, R. W., & Raghavendra, P. (2004). Evidence-based practice in augmentative and alternative communication. Augmentative and Alternative Communication, 20(1), 1–21. doi:10.1080/07434610310001621083
   Google Scholar
• Schlosser, R. W., & Sigafoos, J. (2009). Navigating evidence-based information sources in augmentative and alternative communication. Augmentative and Alternative Communication (Baltimore, Md. : 1985)), 25(4), 225–235. doi:10.3109/07434610903360649
   PubMed Web of Science ®Google Scholar
• Schlosser, R. W., Balandin, S., Hemsley, B., Iacono, T., Probst, P., & Von Tetzchner, S. (2014). Facilitated communication and authorship: A systematic review. Augmentative and Alternative Communication, 30(4), 359–368. doi:10.1080/07434610310001621083
   PubMed Web of Science ®Google Scholar
• Shane, H., & Kearns, K. (1994). An examination of the role of the facilitator in “Facilitated Communication. American Journal of Speech-Language Pathology, 3(3), 48–54. doi:10.1044/1058-0360.0303.48
   Google Scholar
• Shane, H., Costello, J. (1994, November). Augmentative communication assessment and the feature matching process. Mini-Seminar Presented at the Annual Convention of the American Speech-Language-Hearing Association, New Orleans, LA.
   Google Scholar
• Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
   Google Scholar
• Straathof, P. (2005). Book Mark, interactive story telling: Demystifying autism spectrum disorders: A guide to diagnosis for parents and professionals. Canadian Journal of Occupational Therapy, 72(3), 192–192. doi:10.1177/000841740507200310
   Google Scholar
• Travers, J. C., Tincani, M. J., & Lang, R. (2014). Facilitated communication denies people with disabilities their voice. Research and Practice for Persons with Severe Disabilities, 39(3), 195–202. doi:10.1177/1540796914556778
   Web of Science ®Google Scholar