Spelling & Typing AAC Research Database
A searchable, filterable library of peer-reviewed research summarized in plain language — for families, educators, journalists, and professionals exploring spelling and typing as augmentative communication.
Showing 58 of 58 entries
- Score 102024Open Access
Literacy in nonspeaking autistic people
Jaswal, Lampi, Stockwell · Autism
This paper answers the question, do limited and nonspeakers even know how to spell properly? 31 people participated in the study and played spelling games on an iPad. The scientists analyzed how they played the games and concluded that yes, indeed, this group of underestimated autistic people does know how to spell properly (i.e. correct spelling and punctuation).
- Score 102024Open Access
Interventions to Redirect Behaviors and Improve Learning in Non-Speaking Autistic Individuals: An Exploratory Analysis of RPM
Okoli, Olson, Adekanye · Autism Open Access
In this study they looked at 12 minimally verbal autistic individuals aged 8 to 37 years (average age 20.6 +/- 8.9). The findings indicated that exposure to RPM increased accurate answers to questions and decreased repetitive behaviors. So, exposure to RPM appears to support a decrease in repetitive behaviors and an increase in correct responses to therapist’s requests. RPM may help redirect attention from sensory preoccupations and suppress the effects of Repetitive and Stereotyped Behaviors (RSBs).
- Score 102023Open Access
Touch may reduce cognitive load during assisted typing by individuals with developmental disabilities
Nicoli, Pavon, Grayson, Emerson, Mitra · Frontiers in Integrative Neuroscience
For those disabilities such as autism, Down or CP, expressing language is a 2-fold challenge. First it is possibly a cognitive limitation and second, it is a sensory and motor coordination challenge. This paper proposes that light physical touch may actually reduce the “cognitive load” associated with the sensorimotor coordination of typing, thereby lightening the cognitive load and allowing more resources to go to the task of generating content. So, in other words, light touch may be helpful.
- Score 102023Open Access
Individuals with developmental disabilities make their own stylistic contributions to text written with physical facilitation
Nicoli, Pavon, Grayson, Emerson, Cortelazzo, Mitra · Frontiers in Child and Adolescent Psychiatry
This study used linguistical analysis to address the issue of authorship in faciliated communication. Using the science of linguistics it was determined that the signature style of the DD typer was present in facilitated communication as was the facilitator's signature style. It finds the communication was co-authored by the typer and facilitator. It contradicts the claim that in facilitated communication only the facilitator's "voice" is heard. The conclusion was that touch assistance (facilitated communication) should be considered a valid method of assisting communication even when independent typing may never be the end result.
- Score 102021Open Access
Evidence of Authorship on Messages in Facilitated Communication: A Case Report Using Accelerometry
Faure, Legou, Gepner · Frontiers in Psychiatry
This was a single participant study. A 17 year old with diagnosed deafness, ASD and DD and his facilitator were equipped with a small accelerometer on their index fingers. They had him type on a keyboard with the fc supporting various parts of his arm (elbow, forearm, wrist). In each variation the typer was instigating the movement the majority of the time. Conclusion participant authorship "seemed warranted". It also referred to some of the typing being co-authored.
- Score 102020Open Access
Eye-tracking reveals agency in assisted autistic communication
Jaswal, Wayne, Golino · Nature: Scientific Reports
In this paper, Dr Jaswal shows that nonspeaking autistics have “communicative agency” meaning that they are communicating their own thoughts. Some scientists have dismissed the possibility that any nonspeaking autistic person who communicates with assistance could be conveying their own thoughts. In these experiments Dr. Jaswal used head-mounted eye-tracking to measure the speed and accuracy with which nine nonspeaking autistic letterboard users looked at and pointed to letters as they responded to novel questions. The scientists looked at the participant’s speed and accuracy of pointing, and where their eyes fixated. Dr. Jaswal concluded that it is unlikely that there is any cueing by the communication partners thereby debunking the idea that letterboard users are not spelling their own thoughts. So the accusation that they are not spelling their own thoughts is not warranted.
- Score 102016Open Access
Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention
Brady et al. (NJC) · American Journal on Intellectual and Developmental Disabilities
the purpose of this publication is to reflect updates since the Communication Bill of RIghts was passed. It says 96% of intervention studies report positive advances in communication interventions with severely disabled. It does not cite any specifics rather indicates the trend. It states the need for more research and advocacy in this area.
- Score 102012Paywall
Hidden communicative competence: Case study evidence using eye-tracking and video analysis
Grayson, Emerson, Howard-Jones, O'Neil · Autism
Grayson et al (2102) an fc user with asd produced sophisticated texts on a letterboard pointing to one letter at a time while his eye movements were tracked by an eye tracking device and their finger movements were video recorded. The study showed the participant looked at the letters he pointed to before touching it which indicates his eyes is what was leading him to each letter as opposed to any subtle influence by the facilitator. This study is said to challenge the traditional belief of ‘facilitator influence’. (one participant in study)
- Score 92024Open Access
AAC in autism spectrum disorder: transitioning from letter board to iPad – a case study
Mavritsakis · Frontiers in Psychiatry
this is a case study of one non-verbal asd boy who is introduced to the letterboard and then progresses to keyboard. It explains how the use of the letterboard is what got him to the keyboard, and that of course help and prompting to learn the letterboard was necessary. It also discusses how the stigma of autism has led educators, etc. to greatly underestimate their intelligence. It is a case study, not a "scientific" study, but if this were my case I would very much want the judge to read it. Very readable narrative overview of the whole spelling journey.
- Score 92024Open Access
From letterboards to holograms: Advancing assistive technology for nonspeaking autistic individuals with the HoloBoard
Alabood, Dow, Feeley, Jaswal, Krishnamurthy · CHI Conference on Human Factors in Computing Systems
this study was to test the HoloBoard which allows a crp, speller (and researcher) to share a common augmented reality with a letterboard in it. The point is for the speller to be able to spell without the crp holding the letterboard and thus allowing for more independence. 14 of the 23 participants were able to use the techonolgy and spell meaningful sentences and some even provided great feedback and suggested improvements. The requirements to be in this study was 2 years experience spelling on a letterboard, and minimal verbal asd diagnosis. This study is more about discussing possible tech advancements with spelling where eventually a crp may not need to be present. It does not speak to the other issues of proving spelling is real or discussing any specifics oh how it is learned. In a way it presumes competence by not even referring too much to that aspect of the controversy and instead focuses on tech advancements for letterboard users.
- Score 92023Paywall
Word learning with orthographic support in nonspeaking and minimally speaking school-age autistic children
Clark, Reuterskiöld · Journal of Speech, Language, and Hearing Research
I requested full text artlcle on 4/30/36 at 7:02 PM
- Score 92022Open Access
Perspective: Presuming Autistic Communication Competence and Reframing Facilitated Communication
Heyworth, Chan, Lawson · Frontiers in Psychology
This is a great "opinion article". It reviews the history of FC and presents research arguing for and against its' use. It considers the lived experience of autistic adults who utilize FC. The authors argue that the current dismissal of FC is rooted in ableist and outdated approaches. The dismissal of FC largely rests on the quantitative research papers (approx. 40) conducted predominantly in the 1990s, when FC was in its infancy. Conversely, over 100 peer-reviewed articles validate FC. Importantly, communicative competence, agency and autonomy has been established by many nonspeaking autistic individuals, including those who once used FC. "At the very least, as researchers, we have a duty of care to acknowledge and listen to the voices of FC/RPM users who have become independent of physical support and who have irrefutably demonstrated cognitive and communicative competence." YES! FC research should be reconsidered and reconducted using current best practice autism research approaches, including presumption of autistic communication competence, to assess its validity as a potential AAC method for autistic individuals.
- Score 92021Open Access
Barriers to Knowing and Being Known: Constructions of (In)competence in Research
Woodfield, Freedman · Philosophical Inquiry in Education
this article is discusses how bias, prejudice of testers and testing methods does an injustice to ASD people who spell to communicate. It explains how the spellers themselves are marginalized and allowed no input on the issue. How ableism pervades the entire testing arena and that grave injustice is being done. Suggests presuming competence as a remedy and warns that spellers may never be able to prove themselves in this ableist designed testing arena and when researchers are coming from a perspective of presuming incompetence. It is a good article. Very dense and wordy but the mesage is strong. It points out the danger of when in doubt erring on the wrong side, when the very people being studied are not allowed any input. (as its dismissed as fc and therefore considered not good evidence). Shows the no win situation spellers are put in.
- Score 92021Open Access
Visual Communication Analysis (VCA): Implementing self-determination theory and research-based practices in special education classrooms
Shkedy et al. · Cogent Psychology
This was interesting but not really about spelling methods. In this study, six high need students were given an intensive program - 2 hours per day with a lot of support - a minimum of 45 sessions. Sessions consisted of two hours of individualized instruction, five days per week, for a minimum of nine weeks. This paper looked at the effectiveness of Visual Communication Analysis (VCA) to teach communication and lower maladaptive behaviors al Each student had many choices (intrinsic motivation rather than external rewards) Results indicated statistically significant improvements in communication and the reduction of maladaptive behaviors. This study highlights the need for continued research and application of well-established theories of motivation to the special need population.personalized treatment to ensure that they are provided with tasks at the optimal level of difficulty, which helps to maintain engagement and excitement. Relatedness support includes providing unconditional positive regard and no negative feedback, as well as using technology that provides a method of errorless learning in accordance with SDT principles. Children are met with empathy, their needs are recognized, and instruction is given in a consistently warm and interpersonal environment. The technology used in accordance with VCA therapy incorporates the principles of SDT to further meet the child’s needs for autonomy, competence, and relatedness while enhancing their intrinsic motivation. Participants were selected to be in the study if they met the following inclusion criteria: (1) had a diagnosis of ASD; (2) had a diagnosis of intellectual disability; (3) had no functional communication ability; and (4) they had never been exposed to independent typing. Participants were recruited over a 16-month window of time, The average age was 11. Letterboards or held keyboards were not used and technology was heavily used.
- Score 92020Open Access
Language Without Speech: Segregating Distinct Circuits in the Human Brain
Finkl et al. · Cerebral Cortex
Language is a fundamental part of human cognition. There is still the question of whether language is processed independently of speech. The paper studoies deaf signers to disentangle language from speech in the human brain.The results provide evidence that there is a functional segregation of the neural pathways for language and speech. The paper is extraordinarily technical and this reader could not understand it very well other than to conclude that the neural pathways involved in speech production are different from those responsible for language. This seems to support the argument that a nonspeaking person still is capable of language. This is consistent with what this reader has observed.
- Score 92019Open Access
Being versus appearing socially uninterested: Challenging assumptions about social motivation in autism
Jaswal, Akhtar · Behavioral and Brain Sciences
this piece is written by an autistic person. It is a discussion of how people doing studies on asd people have preconceived notions that autistic people are not social. They misinterpret, through, ableist eyes, that lack of eye contact and pointing and echololia and stimming each indicate lack of social interest. He then explains how this is not the case and there are reasons that do not have to do with social interest for these things in asd. He also states that some prominent asd people claim less social interest (ex. Temple Grandin) but that many asd people have strong social needs. He argues that these biases can negatively effect the outcomes of scientific studies of asd people. No mention of spelling. Good article for showing the bias in interpreting asd people but not directly relevant, except maybe that written by an asd person.
- Score 92016Paywall
Rapid Prompting Method (RPM): A suitable intervention for students with ASD?
Deacy, Jennings, O'Halloran · REACH Journal of Special Needs Education in Ireland
I would not want a judge to read this article. Basically Irish Educ Minister asked the parties to look at the available RPM literature to determine it's merits as parents and schools were using it. It concludes that it agrees with the US that RPM is not evidence-based enough. And there is commentary in there suggesting questions re true authorship. I give it a thumbs down.
- Score 92016Open Access
Occupational Therapy Using Rapid Prompting Method: A Case Report
McQuiddy, Brennan · Autism Open Access
this is a case study of one minimally verbal 22 year old male with ASD. It reported that incorporating RPM into his OT sessions significantly increased his abilty to communicate, regulate and participate in several areas of life. It discusses how intelligence is often underestimated in non-verbal asd and that testing is difficult with ASD subjects. It says there is little research to date on RPM and differentiates it from facilitated communicaton because there's no physical touch.
- Score 92015Open Access
Autistic children at risk of being underestimated: school-based pilot study of a strength-informed assessment
Courchesne et al. · Molecular Autism
this was a study (30 kids ages 6-12) based on the premise that the types of tests used to measure cognitive ability of non and minimally speaking autistic children do not accurately capture their abilities. It explains how tests are modified for other disabilties and that common tests for asd are not, for ex. requiring pointing in a comprehension test when it is know many asd kids can't point. It created some other type tests in a puzzle form that aim to test based on their strenghts and some of the kids tested as high congnitive or higher than typical peers same age. It also points out the danger in testing asd kids so you and basing prognosis on that as their development is atypical. I found the description of the test they designed really complex and confusing to read.
- Score 92015Paywall
How Valid Is the Checklist for Autism Spectrum Disorder When a Child Has Apraxia of Speech?
Tierney et al. · Journal of Developmental & Behavioral Pediatrics
This paper's objective was to determine if the Checklist for Autism Spectrum Disorder (CASD) was inadvertently overemphasizing autism symptoms in a population of children without autism. Children noted with communication delays were referred to both a developmental pediatrician and a SLP for an apraxia and autism evaluation. All children who underwent both autism and apraxia evaluations and met rule-in or rule-out criteria for both diagnoses were included in the study, resulting in a sample size of 30. The results show that 63.6% of children initially diagnosed with autism also had apraxia, 36.8% of children initially diagnosed with apraxia also had autism, 23.3% had neither, and 23.3% had both. Overall diagnostic accuracy for the CASD was 96.7%. Overall accuracy for the CASD for children without apraxia was 100% and accuracy for children with apraxia was 94.7%. Specificity for the CASD was 100%, while sensitivity was 90.9%. This study demonstrates that the CASD does not overemphasize autism symptoms in a population of children without autism. It also shows that autism and apraxia are highly comorbid. Thus, it is important to monitor all children diagnosed with apraxia for signs of autism and all children diagnosed with autism for signs of apraxia.
- Score 92014Open Access
The Maturing of Facilitated Communication: A Means Toward Independent Communication
Cardinal, Falvey · Research and Practice for Persons with Severe Disabilities
Good article! This article goes over the history of testing FC. It provides there have been approx 40 quantitative (scientific) studies of fc since it's inception and only a handful were peer reviewed. 90% of these studies were done before fc evolved enough for many fc users to progress to independent typing and before best practices evolved. So really they are outdated. And the newer peer reviewed studies all show fc is effective and authorship is real.There have been 100 or more qualitative studies (case studies of a single person) indicating great success with fc. It points out case studies may be the more accurate way to study this issue as opposed to strictly controlled scientific studies that don't account for so many issues for people with asd. It says in light of 100 plus case studies, and recent peer reviewed studies the burden of proof should be on the deniers to prove fc is not real and effective.
- Score 92013Open Access
Pointing Forward: Typing for Academic Access
Ashby, Kasa · Perspectives on AAC
this article is written by two university professors. It discusses how to meaningfully include minimal speech spellers and typers in regular ed classrooms. They give short narratives of speller students in class from early elementary to college. It discussses the importance of going beyond presuming competence and presume they have a lot to contribute, ie, answers, comments, questions. It talks about specifics of how to fully include spellers, for ex. providing class material two days early, giving them time to type answers in class, etc. So it goes into the weeds of this type of inclusion. But I like it in that it portrays real life examples or spellers succeeding in regular ed with access to spelling whether letterboard or typing.
- Score 92013Open Access
Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum
Tager-Flusberg, Kasari · Autism Research
this study was discussing language acquisition in asd. Said they don't know much about asd nonspeakers nor why they have trouble with speech. Focuses on details regarding speech acquisition. Says eye tracking techniques and neuroimaging show more what asd nonspeakers are comprehending because no motor output is required and should be used more to assess their congitive abilities.
- Score 92013Open Access
Rethinking autism: implications of sensory and movement differences for understanding and support
Donnellan, Hill, Leary · Frontiers in Integrative Neuroscience
this paper presents the idea that sensory and movement differences are at the heart of what autism is and not lack of desire for social connection. It talks about the three prongs of the diagnosis, lack of social interaction, communication and imaginary play and says professionals really cannot judge these areas in someone with sensory-motor issues. It suggest we got autism wrong from the get go. It point out how back when it was discovered and became a diagnosis the medical field had not yet separated out neurology from psychiatry. It says professionals have done a better job understanding tourettes, and need to reassess autism through the lens of sensory-motor disorder. And that the least dangerous assumption is to assume all humans want social connection. At the end of the article it mentions a speller in college but very briefly.
- Score 92012Open Access
Harnessing Repetitive Behaviours to Engage Attention and Learning in a Novel Therapy for Autism: An Exploratory Analysis
Chen, Yoder, Ganzel, Goodwin, Belmonte · Frontiers in Psychology
this study (reviewed by Cornell Univ) had 9 participants and Soma was the practitioner. It gives a very in depth explanation of RPM. Findings were lack of eye gaze does not indicate lack of attention, and that engaging in RPM decreases repetitive behaviors, in part by incorporating them instead of extinguishing them. Oddly, while the whole study seems to acknowledge it's effectiveness and indicates no doubts about authorship the testers explicitly state they defer the larger question of authorship. Nevertheless, a good explanation of RPM and why it works to some degree.
- Score 92008* Paywall
You Can Know Me Now If You Listen: Sensory, Motor, and Communication Issues in a Nonverbal Person With Autism
Shoener, Kinnealey, Koenig · American Journal of Occupational Therapy
A case report describing an intensive approach to treating autism. Provides a first-person narrative paired with intervention and outcomes. In-depth conversations between a person with autism and an OT provide insight into understanding differences and difficulties in sensory processing and regulation, praxis, and communication. Individuals with autism may be intellectually and emotionally intact but restricted by deficits that interfere with their ability to move the body efficiently. These sensorimotor deficits underlie the ability to communicate with others and to develop relationships. This article illustrates the benefits of an intensive therapeutic program designed to address sensory and motor differences underlying communication, as well as the vital role the occupational therapist plays in addressing these underlying differences to improve functional communication and social participation.
- Score 92007Open Access
The Level and Nature of Autistic Intelligence
Dawson, Soulières, Gernsbacher, Mottron · Psychological Science
this study talks about how ASD, especially nonspeaking asd people, are considered profoundly congitively impaired and the strenghths they do show are characterised as pathologies rather than true measurements of inttelligence (ie idiot savant theory). This study compared the Weschler test of intelligence (commonly used) to the Raven's Progessive Matrices test which does a much better job at capturing intelligence overall. 38 asd kids and adults versus neurotypical peers. ASD performed badly on Weschler and 30-70% points higher on Ravens. Typical group performed similar on both tests. Finding is while asd people may process and perform differently this does not indicate lack of intelligence. this study was more approachable to read than the above one.
- Score 92006Open Access
Presuming competence
Biklen, Burke · Equity & Excellence in Education
The core of this article is a conversation between a university educator and a high school student with autism who types to communicate. Out of this essay, the authors find a series of principles for inclusive schooling, the most central of which is the idea of presuming competence of students.
- Score 92004Open Access
Language is More than Speech: A Case Study
Gernsbacher · Journal of Developmental and Learning Disorders
This article goes into detail of one boy's development from birth to age 8. He learns RPM and is able to communicate eventually learning to type and showing advanced intellect. It illustrates the benefits of an intensive therapeutic program designed to address the sensory and motor differences underlying communication, as well as the vital role the occupational therapist plays in addressing these underlying differences to improve functional communication and social participation. It shows that cues can be auditory or visual rather than tactile (like FC), and typing on stationary surfaces, opposed to held-up letterboards, can still be cued by a person sitting or standing nearby. The boy in this article reminds me of my own son!
- Score 92004Open Access
'Moved deeply I am': Autistic language in texts produced with FC
Tuzzi, Cemin, Castagna · JADT (International Conference on Statistical Text Analysis)
can't find access
- Score 92002Paywall
Eliminating ableism in education
Hehir · Harvard Educational Review
Defines ableism in education — privileging speech over typing/AAC directly undermines nonspeaker rights.
- Score 91996Paywall
Investigation of authorship in facilitated communication
Cardinal, Hanson, Wakeham · Mental Retardation
cannot get access - will keep trying. this seems like an important paper. often referenced. **Darlene Hanson is one of the authors so DM has messaged her for it.
- Score 82024Open Access
Parent Perspectives on Assisted Communication and Autism Spectrum Disorder
Damiao et al. · American Journal of Occupational Therapy
the purpose of ths study was to ask the PARENTS of non/minimal speakers who spell for communication what they think and how it has impacted their relationship with their child. 10 parents studied, kids ages 15-36. The study was done scientifically, for ex the analyzers of the answers were not interviewers of the parents so as not to create any emotional bias. The parents reported really getting to know their child for the first time in many ways, and the commmuncation gave them confidence to help their children create meaningul lives instead of guessing. It was readable, gave a narrative of the spelling/ASHA controversy, and included very touching parent quotes. Emotionally persuasive article.
- Score 82024Open Access
Toward an augmented reality agent to support communication for nonspeaking autistic people
Dow, Pratishtha, Alabood, Jaswal, Krishnamurthy · CHI EA (Extended Abstracts)
this was a study using an early prototype of a virtual crp. They created a virtual crp and use a holoboard. The goal is to replace the human crp with a virtual crp which would allow spellers more privacy and autonomy. The study replicates what the creators think is the role of the crp in spelling; motor coach, attention redirection and encouragement. The results are minimal success. The conclusion is the idea is feasible but this is an early prototype and needs to be fine tuned in the future. My take on it was it misunderstands there is a human component to spelling and the crp relationship. This article is not bad in any way but may leave the reader, who doesn't truly understand the crp role, confused as to why a crp would really be needed as such an integral part of the spelling equation.
- Score 82023Open Access
Can Cross-Reality Help Nonspeaking Autistic People Transition to AR Typing?
Alabood, Dow, Kaufman, Jaswal, Krishnamurthy · CHI EA 2023
This paper considers a cool idea: the use of virtual reality as potential way reduce the need for a CRP for spellers and to allow people to work together while in different places. They allowed 5 nonspeaking autistic subjects with diverse motor skills to interact wth a custom virtual letterboard system called HoloBoard. All subjects succeeded in pointing to letters correctly or spelling on the virtual board. The subject's process and design recommendations are reported based on feedback fom subjects and their CRPs. I do not envision this article to be very useful as an advocacy tool. It shows that technologocal solutions are being investigated and tested and that new ideas are out there. These early findings suggest that with systematic training, some nonspeakers may be able to transition to holographic typing. This transition may facilitate effective and more independent communication and, thus, create new social and educational opportunities for this population.
- Score 82022Open Access
HoloType: Lived Experience Based Communication Training for Nonspeaking Autistic People
Krishnamurthy, Jaswal et al. · CHI Conference Extended Abstracts
This research looked at the use of augmented and virtual reality including holographic letterboards and an avatar as a Cp. The research looks promising. Augmented Reality (AR) enables immersive, collaborative spelling instruction. The system featured holographic letterboards and fully embodied avatars with real-time head and hand tracking, allowing remote interaction between students and CRPs. In a study with 18 nonspeaking autistic participants, 15 (83%) successfully completed avatar-supported sessions. Interaction was higher, and participants reported a preference for the avatar condition over voice-only support. These findings demonstrate the feasibility of avatar-based AR telepresence for remote communication training. The system provides a demonstration of AR-supported interaction designed with nonspeaking autistics.
- Score 82022Open Access
HoloType-CR: Cross Reality Communication Training for Minimally Verbal Autistic Persons
Alabood, Krul, Shahidi, Jaswal, Krishnamurthy, Wang · IEEE ISMAR-Adjunct
This paper presents a prototype system designed to improve communication for nonspeaking autistics. it is called HoloType and it uses augmented reality to deliver educational content and help users develop better pointing skills. Nonspeakers were consulted as were experts who have taught typing to nonspeakers with autism. Requirments of the system included age appropriate and customizable lessons (to honor the presumption of competence), customiztion for various levels of motor skills and consideration of regulation issues and ways to help users stay regulated as well as techniques to asses progress. Future work will include conducting an extensive and rigorous evaluations with nonspeaking autistic users. The articles includes some great descriptions of the overall challenges nonspeakers face and how widely used approaches are limited while the use of spelling enables open-ended communication. It also discusses the critical role CRPs provide for regulation. Technology like the HoloType could potentially be a game changer.
- Score 82022Open Access
Gross Motor Impairment and Its Relation to Social Skills in Autism Spectrum Disorder: A Systematic Review and Two Meta-analyses
Wang, Petrulla, Zampella, Waller, Schultz · Psychological Bulletin
Large meta-analysis confirming pervasive gross motor impairment in ASD — contextualizes why spelling methods address a real neuromotor barrier.
- Score 82021Paywall
Motor Skill Differences in Autism Spectrum Disorder: A Clinically Focused Review
Zampella et al. · Current Psychiatry Reports
Up to 87% of autistic population has motor challenges — validates neuromotor basis for spelling method supports.
- Score 82021Open Access
Motor Impairment Increases in Children With Autism Spectrum Disorder as a Function of Social Communication, Cognitive and Functional Impairment
Bhat · Autism Research
88% of SPARK sample at risk for motor impairment; risk 22x general population. Validates motor basis for spelling method needs.
- Score 82020Open Access
Falsified Incompetence and Other Lies the Positivists Told Me
Williams · Canadian Journal of Disability Studies
A heady read, the author takes intellectual aim at critics of FC and does quite a job, effectively slamming the critics of FC and the unwarranted, validated attacks on nonspeakers in general. "The demand for any person to prove themselves via performance of intelligilbility is itself a violent act of exclusion. The scientific perserveration for the legibility of the subject is not a pursuit of knowledge, but a deployment of knowlege-power - an exercise in containment, seclusion and segregation." There are some great quotes and good arguments here.
- Score 82020Open Access
Conducting Research with People with Nonverbal Autism: An Inclusive Methodological Approach
Hills, Clapton, Dorsett, Andersen · Journal of Social Inclusion
Demonstrates FC as viable research method with profoundly autistic adults; all 7 used FC.
- Score 82020Open Access
The Voices of Typers: Examining the Educational Experiences of Individuals Who Use Facilitated Communication
McKee, Gomez · Disability Studies Quarterly
Voices of FC typers on their own educational needs; supports presuming competence and sensory-friendly environments.
- Score 82020Open Access
Is Motor Impairment in Autism Spectrum Disorder Distinct From Developmental Coordination Disorder?
Bhat · Physical Therapy
Motor impairment pervasive and persistent in ASD; under-recognized. Supports neuromotor basis for spelling method accommodations.
- Score 82017Open Access
Hyperlexia: Systematic review, neurocognitive modelling, and outcome
Ostrolenk et al. · Neuroscience & Biobehavioral Reviews
Hyperlexia (advanced reading) characterizes substantial portion of autism spectrum — supports potential for spelling-based AAC.
- Score 82017Paywall
The construction of communicative (in)competence in autism: a focus on methodological decisions
Dindar, Lindblom, Kärnä · Disability & Society
Shows how research methodology shapes whether autistic people appear competent — directly relevant to contested evidence debates.
- Score 82016Open Access
'The right path of equality': supporting high school students with autism who type to communicate
Woodfield, Ashby · International Journal of Inclusive Education
Supports educational inclusion of students who type to communicate.
- Score 82016Open Access
Independence of Movement Preparation and Movement Initiation
Haith, Pakpoor, Krakauer · Journal of Neuroscience
Explains why someone can plan movement but struggle to initiate — scientifically supports need for motor prompting in spelling methods.
- Score 82013Open Access
Finding a way in: A review and practical evaluation of fMRI and EEG for detection and assessment in disorders of consciousness
Harrison, Connolly · Neuroscience and Biobehavioral Reviews
Shows behavioral assessment tools fail to capture cognition in those who can't speak/move reliably — validates presuming competence.
- Score 82012Paywall
'Moving quietly through the door of opportunity': Perspectives of college students who type to communicate
Ashby, Causton-Theoharis · Equity & Excellence in Education
i put these exclamation points just to flag as possibly more relevant than th unflagged ones starting here and goind down the list only
- Score 82012Open Access
The good, the bad, and the ugly of evidence-based practice
Bouffard, Reid · Adapted Physical Activity Quarterly
Argues EBP standards must match the field — directly supports argument that RCT-only standards are inappropriate for spelling methods.
- Score 82010Paywall
Motor coordination in autism spectrum disorders: a synthesis and meta-analysis
Fournier, Hass, Naik, Lodha, Cauraugh · Journal of Autism and Developmental Disorders
Meta-analysis of 83 studies: motor coordination deficits are a pervasive, cardinal feature of ASD.
- Score 82008Paywall
Cross-modal extinction in a boy with severely autistic behaviour and high verbal intelligence
Bonneh et al. · Cognitive Neuropsychology
Basically this is a case study of Tito, Soma's son. The goal of the study (3 clinicians) was to determine how for a severely autistic person how experiencing one sensory input impacts their abilty to integrate other simultaneous sensory input. The scientific term for this is cross-modal interference. They thougth Tito was a good candidate for this study because although he is severely impacted with autism he can communicate through typing. He was able to confirm that an input to one sense can interfere with experiencing another sensory input. Examples, when I hear my vision shuts down, or when he hears a sudden sound he can't feel touch. Very difficult reading, full of techincal jargon. Seems only very tangentially related to spelling but does indicate why some asd people test low while spell intelligently.
- Score 82008Paywall
A Back Door Approach to Autism and AAC
Mirenda · Augmentative and Alternative Communication
Challenges assumption that autistic AAC users only need basic communication; advocates for literacy/language-based approaches.
- Score 82008Open Access
Making research relevant: If it is an evidence-based practice, where's the practice-based evidence?
Green · Family Practice
Argues for practice-based evidence alongside RCTs — supports legitimacy of qualitative/naturalistic AAC evidence.
- Score 82005Paywall
Limitations and transformations of habitus in Child-Directed Communication
Ochs, Solomon, Sterponi · Discourse Studies
Academic analysis of Soma Mukhopadhyay's CDC strategies — the foundation of RPM/S2C/Spellers Method.
- Score 81990Paywall
Communication Unbound: Autism and Praxis
Biklen · Harvard Educational Review
This is case studies of 21 spellers using FC (1990) by Harvard scientist. You can actually buy the book with all the case studies on Amazon. I am still trying to get past a paywall otherwise, but the problem is these case studies have controversy surrounding them as future studies failed to prove authorship. Later dated studies may be better but let's discuss. I'm still looking into the commentary about this study
- Score 72015Open Access
What We Write about When We Write About AAC: The Past 30 Years of Research and Future Directions
McNaughton, Light · Augmentative and Alternative Communication
Documents that very little AAC research goes beyond basic requesting — supports argument that restrictive policies are premature.