Communication Alternatives in Autism: Perspectives on Typing and Spelling Approaches for the Nonspeaking

by Edlyn Vallejo Peña (Editor)

Overview

Ten autistic self-advocates share their experiences with alternative forms of communication such as rapid prompting method (RPM) and facilitated communication (FC), both highly controversial. Their narratives document the complexities that autistic individuals navigate--in both educational and community settings--when choosing to use approaches that utilize letter boards and keyboards. While the controversies remain--RPM requires further scientific study, and FC is subject to criticism about confirmation bias--these individuals share powerful stories in the context of aiming for disability rights. The book concludes with a chapter about best practices for educators, particularly for schools and colleges that have students who use these communication methods.

Product Details

ISBN-13:	9781476637136
Publisher:	McFarland & Company, Incorporated Publishers
Publication date:	08/30/2019
Sold by:	Barnes & Noble
Format:	eBook
Pages:	215
File size:	3 MB
Age Range:	18 Years

About the Author

Edlyn Vallejo Peña is an associate professor of higher education leadership and the director of the Autism and Communication Center at California Lutheran University in Thousand Oaks, California. She has published over two dozen journal articles and book chapters in the fields of education and disability.
Edlyn Vallejo Pena is an associate professor of higher education leadership and the director of the Autism and Communication Center at California Lutheran University in Thousand Oaks, California. She has published over two dozen journal articles and book chapters in the fields of education and disability.

Table of Contents

Preface
Introduction: From Confession to Declaration (Edlyn Vallejo Peña)
Section 1: Escaping the Institutionalization Mindset
1. Finding My Voice Through Typing (Tracy Thresher)
2. Popular in the Movies: Larry Bissonnette Becomes Writer of His Life Story (Larry Bissonnette)
3. Defiantly Reclaiming My Right to Learn (Amy Sequenzia)
Section 2: A Movement Toward Full Inclusion
4. Not Talking Is Not the Same as Not Thinking (Ido Kedar)
5. Relentless Hope (Samuel Capozzi)
6. Letter by Letter (Dillan Barmache)
Section 3: Triumphs and Obstacles in Navigating the Educational Maze
7. Expectations (Henry Frost)
 8. I Am Emma (Emma Zurcher Long)
 9. Write to Be Heard (Philip Reyes)
10. I Have my Voice (Rhema Russell)
Conclusion: Research-Based Recommendations for Educators and Therapists  (Edlyn Vallejo Peña, Ph.D.)
Appendix: Examples of Approved Augmentative and Alternative Communication Accommodations by U.S. Schools That Have Enrolled Students Who Type and Spell to Communicate
Glossary
RPM and FC Resources
References
Index

Editorial Reviews

A valuable volume in that is gives those on the spectrum the opportunity to self-advocate for their own communication method”—Library Journal

From the Publisher

Reviewer: Yvana Uranga-Hernandez, PhD, CCC-SLP(Biola University)
Description: This book is a collection of narratives by 10 individuals with autism who use alternative methods to communicate such as facilitated communication (FC) and rapid prompting method (RPM).
Purpose: The purpose of this book is to give a voice to people with communication deficits that have benefited from both FC and RPM. The target audience is parents and families of people with autism as well as professionals that work with them. It is specifically aimed at professionals who may not be of the same school of thought as these approaches. As an informative source of people's experiences, the book meets its objective.
Audience: The book is written for professionals and families of children and adults with autism. As with any controversial therapy method, this book may allow those who are at a loss for how to help a child with autism another avenue to use, however, the fact that the American Speech-Language and Hearing Association holds a paper against this method cannot be overlooked. Dr. Vallejo Pena is a professor and director of the Autism and Communication Center at California Lutheran University. She is also a mother of a child with autism.
Features: The book is made up of three main sections. Section 1, entitled "Escaping the Institutionalized Mindset," provides three different narratives of people who fought to find their voice. Section 2, entitled "A Movement Toward Full Inclusion," offers three more narratives about communicating in school settings. Section 3, entitled "Triumphs and Obstacles in Navigating the Educational Maze," offers four narratives. The book begins with an introduction where Dr. Vallejo Pena introduces her story and that of her son's. The book ends with a conclusion chapter entitled "Research-Based Recommendations" where the author offers recommendations that are broken up into a framework of three dimensions of support. More than summaries of research articles, the author provides qualitative narratives to further make her point regarding the potential of these methods, as well as to try and dissolve misperceptions about FC and RPM.
Assessment: First, I appreciate the author's transparency in informing her readers that ASHA (American Speech- Language-Hearing Association) has a position regarding the controversial use of facilitated communication. Second, as a mother, a clinician, and a professor, I can see Dr. Vallejo Pena's passion for this method as it has given her child a voice. The author offers both research information and narratives from those who have used these methods to make her point. However, it should be noted that the narratives are definitely the bulk of her supportive evidence for typing and spelling approaches for the those who do not have the ability to speak.

Doody's Review Service

10/01/2019

Everyone's voice deserves to be heard—regardless of communication methodology. Yet, often the communicant needs assistance. Two such forms of assisted communication are Facilitated Communication (FC), which involves physical support of the hand, wrist, arm, or shoulder to help individuals with pointing to letters or symbols, and Rapid Prompting Method (RPM), in which a facilitator points to letters or symbols rapidly while awaiting a yes response from the individual. There is considerable controversy surrounding both of these methods—how much of the communication is from the individual vs. the facilitator? In this collection of essays, ten adults with autism share their feelings on the ability to communicate. VERDICT While limited in its scope—it only discusses these two similar forms of communication methodology—this is nonetheless a valuable volume in that it gives those on the spectrum the opportunity to self-advocate for their own communication method.—Virginia Johnson, John Curtis P.L., Hanover, MA

Library Journal