The long-term goal of facilitation training is independent typing. The easiest way to think about this goal is the fading of physical support. This means repositioning the sup- portive hand along a continuum: hand; wrist, forearm, elbow, upper arm, shoulder, touch of the clothing. It also means giving less resistance, going from heavy to light pressure.

For some, the progress of fading is substantial in the first six months. For others, fading occurs over a longer period of time and requires the continuous attention of both the facilitator and the facilitated communication speaker. It is important during this process that the facilitator and facilitated communication speaker view this goal of physical fading as both "doable" and beneficial. Success demands the active role of both the facilitator and facilitated communication speaker.

Exploring independence begins when facilitation is started. This is not to say that the facilitator is necessarily going to fade back in the first session. Both the facilitator and the facilitated communication speaker need to become comfortable and established with the process. As the facilitating pair develop success in using the technique, they should also to work together to make good decisions about how and when to fade support.

The very same questions the facilitator asks concerning initiating facilitation are helpful in mapping the road to independence. What does the person's independent movement look like? When providing physical support, what type of positioning is required, and what kind of resistance is needed? Can the facilitated communication speaker pull back after letter selection? How often and in what way does the facilitated communication speaker look at the letters when spelling (i.e. how much does the individual need to be prompted to look at the letters)? What kind of verbal encouragement is helpful? How does the person indicate that s/he has something to say? How often and in what circumstances does the person initiate communication in this way?

This information allows good long term planning with the focus on two key ques- tions: What needs to change for independent pointing? How can the concept of indepen- dence be fostered? While the process will certainly vary from individual to individual because the answers to the above questions are different in each situation, planning may be helped with the following suggestions:

1. Begin with more than one facilitator. This helps build the "can do" attitude in the facili- tated communication speaker. It also provides to the facilitated communication speaker a wider range of experience in using the skill.
2. Talk about independence from the very beginning. When introducing the technique, explain that in time it can lead to typing independently. Build that expectation into the concept in a way that conveys confidence in the person's ability to achieve it.
3. Build the facilitated communication speaker's confidence, focusing on the person, not the process. The facilitated communication speaker must gain trust in him/herself, not in facilitation. This means providing positive feedback, and developing situations where the facilitated communication speaker's control is possible and successful.
4. Provide a consistent time in the schedule when the skill of fading back is specifically worked on. Ask the person to try some independent typing in each session.
5. Use routine, predictable information first, such as name, address, date, or YES and NO. Copying or multiple choice exercises can be utilized. Work toward more open setwork and then expand to various situations.
6. Look for ways to change the support and empower the control of the facilitated com- munication speaker. Physical and verbal support should lead toward independence and not dependence. The facilitator should continuously review how support is given and how it can be changed.
7. Identify roadblocks to independence. These can include: lack of finger isolation; poor visual focus; low/high muscle tone; impulsivity; or difficulty in initiating. Develop interim strategies,( e.g. have the person hit a space or the table after each selection to deal with hypertonicity), or provide practice (e.g. establish times where the person works specifically on looking at the keyboard.) In this way, the roadblocks are minimized.
8. Facilitated communication speakers should have an active role in planning the way to independence. Solicit their ideas and opinions about what will work well and how to proceed.
9. Be patient, supportive, and expectant. Help the facilitated communication speaker know that it does take time and perseverance to become independent in typing but that others have achieved it.