The training standards development project was coordinated throughout by Marilyn Chadwick, and was supported in part through the funding of the Nancy Lurie Marks Foundation. This document was edited by Mayer Shevin and Marilyn Chadwick.

Several committees worked on the development of these standards. The chairs of these committees were Harvey Lavoy, Carolyn Nuyens, Julie Reese, Rita Rubin, and Mayer Shevin. Participants in these committees included Janine Avalos-Guncic, Douglas Biklen, Ed Bielecki, Patrizia Cadei, Don Cardinal, Pascal Crevedi-Cheng, Rosemary Crossley, Pat Edwards, Debbie Gilmer, Darlene Hanson, Stephanie Jasuta, Nancy Kalina, Alan Kurtz, Mary Lapos, Nancy Rice, and Janna Wood.

Many people provided helpful feedback on early drafts of this document, including Judy Barta, June Bascom, Jean Beisler, Char Brandl, Shelly Brown, Harriett James, Wendy Kaplan, Laurie Kruzshak, Sandra McClennan, Patty McKitterick, Susan Nettleton, Daniel Orlievsky, Tracy Prokop, Robert Recktenwald, and Ludo VandeKerckhove.

A number of earlier standards and guidelines on best practices in facilitated communication were consulted in the preparation of this document. They include:

• American Speech-Language Hearing Association (1999). Guidelines for Speech-Language Pathologists Using Facilitated Communication (Draft.) Not published.
• Facilitated Communication Institute (1997). Guidelines: Facilitated Communication and the Individual. FC Institute, Syracuse University, Syracuse NY.
• Michigan Facilitated Communication Policy Group (1996). Model Policy on Facilitated Communication. Michigan Protection and Advocacy Service, Lansing, MI.
• Sub-Committee on Facilitated Communication (1995). Implementation of Best Practice in Facilitated Communication Training... The Pennsylvania Perspective.
• State of Vermont (1994). Facilitated Communication Training: Practice Guidelines.

At the close of the national facilitated communication conference held in Syracuse in May, 1998, a meeting was held to discuss the need for developing standards for the training and use of facilitated communication (FC). At that meeting, we decided to develop a document which clearly describes the elements of best practice in facilitated communication, and outlines a training process which promotes those best practices. Our intention was to produce a document which would:

• develop consistently high-quality practice of facilitated communication across users and facilitators,
• increase the focus on working toward independence, and
• give assurance to agencies that the method is being applied correctly.

Who is it for?

This document is intended to be of use to:

• Facilitated communication trainers, as a means of bringing their training and supervisory practices in line with those which have been seen to be important and effective in many settings;
• Facilitators, as a means of self-evaluating their own training and practice, and identifying those areas in which further training or supervision is needed;
• Parents and others advocating for facilitated communication services for a child or friend, as a means of informing themselves and others concerning the adequacy of services being received;
• Administrators and supervisors, as a means of planning the services needed when a commitment has been made to support someone who uses facilitated communication;
• Facilitated communication users, as a tool in maximizing their own involvement in the design and implementation of the services and supports they receive; and
• Researchers, as a way of informing them of current understanding of best practice in the field.

This document is made up of several interconnected parts:

• A description of fundamental values and principles underlying the use of facilitated communication, and best practices embodying those principles;
• a framework for training and technical assistance, which identifies several levels of competence to be achieved by facilitators as they gain training and experience, and the means whereby that training can be gained and supported;
• a list of facilitator competencies which facilitators are expected to master as they gain training and experience;
• an appendix listing the resources - books, articles, handouts, and videotapes - which are used in training and supervision
• appendix checklists used in monitoring facilitated communication user skills, and facilitator acquisition of competencies.

This document is not intended to serve as a free-standing "how-to" manual; since mentorship and supervision are a vital part of the training process, this document is intended to serve as a tool supporting that personalized guidance. Neither is this document a professional code, dealing with the issues of accountability, liability, or ethical practice as defined by various professions. Rather, this document attempts to define best practices across professions, with the facilitated communication user as the primary reference point. It is not a model policy for agencies or districts, although it could be of great use in the development of such policies.

How to access the training called for in this document

The Facilitated Communication Institute of Syracuse University serves as an informational clearinghouse on training in facilitated communication throughout North America. It provides the kinds of training described in this document, and maintains lists of regional resources in training and supervision as well. The Institute can be contacted by mail, at

Facilitated Communication Institute
Syracuse University
370 Huntington Hall
Syracuse, NY 13244-2340.

Telephone: (315)443-9657
FAX: (315)443-2274
Email: fcstaff@sued.syr.edu
Website: http://soeweb.syr.edu/thefci

How to use this section:   The information included in this section should be read by anyone involved in facilitated communication, or anyone involved in considering the use of facilitated communication by someone with a communication impairment. Administrators and program coordinators are encouraged to make the contents of this section available to anyone involved in supporting a current or potential facilitated communication user.  This section contains a summary of currently acknowledged best practices related to the responsible, effective and sustainable implementation of facilitated communication training (FCT); it also grounds these practices in a set of beliefs and values which inform and sustain them.  The principles and practices here can serve as a basis for      .    evaluating existing services;      .    setting goals and a long-range direction for services being planned; and      .    bringing collaborative teams "up to speed" on this aspect of their shared enterprise.

1. Citizenship and the Presumption of Competence

Acknowledging the citizenship status of individuals with significantly impaired communication directs us towards making certain presumptions on behalf of those persons -- most specifically, that they belong in, and have a direct interest in, the surrounding community, and that they are capable of communicating when properly supported with the assistance of appropriate aids and techniques.

It is especially important that difficulties with communication not be taken as evidence of intellectual incompetence. Although a person may be unable to demonstrate what she or he thinks and feels, or may have great difficulty being understood, she or he should not be further handicapped by the attitudes of others.

2. The Right to Communicate

The right to communicate is both a basic human right and the means by which all other rights are realized. All people communicate. In the name of fully realizing the guarantee of individual rights, we must ensure

• that all people have a means of communication which allows their fullest participation in the wider world;
• that people can communicate using their chosen method;
• and that their communication is heeded by others.

3. Empowering the Facilitated Communication User

• expression of needs and wants,
• regulation of the actions of others,
• establishment of social bonds,
• expression of self,
• discovery of information,
• expression of fantasy and make-believe, and
• giving of information.

To do this, facilitated communication users need to be provided with opportunities for empowerment. This is accomplished through the shared efforts of facilitated communication users, their facilitators and those with whom they interact. As in all forms of communication, especially those where prominent power and status differences exist among the participants, we know it is possible for facilitated communication users to be influenced by their facilitators.

So what can we do as facilitators to acknowledge and take responsibility for this while supporting the empowerment of the person with whom we work? The first step in changing our practices is always our awareness of those practices.. We can ask ourselves such questions as, "Am I determining the pace or am I allowing the facilitated communication user to determine the pace?", "Am I getting a third person's attention or am I teaching the facilitated communication user how to do that?", "Am I determining who reads or hears what the facilitated communication user has typed, or am I letting the facilitated communication user determine who receives his or her communication?"

By identifying the decisions one makes as a facilitator, sharing that information with the facilitated communication user, and then gradually helping the facilitated communication user to assume responsibility for those decisions, we decrease the facilitated communication user's dependence on the facilitator, increase the facilitated communication user's autonomy and control during interactions, and empower each individual to use language and communication to the fullest (Sabin, 1994).

4. Total Communication Approach

5. Collaborative Team Approach

Support and commitment from an aid user's team (program planning team, circle of support, etc.) is critical to long term success with augmentative/alternative communication (AAC) and facilitated communication training. In order to be empowered and personally invested in any communication evaluation, planning, and teaching/learning, the aide user must be included and involved from the outset, and on a regular ongoing basis, in decisions which relate to

• the types and levels of support that person needs for successful communication;
• activities, therapy and training to be undertaken;
• communication aids and devices to be used; and
• plans for dealing with specific concerns.

It is important to gain consensus from the team on the use of facilitated communication training when an individual has been assessed as a candidate for training. While members of a team may have varying perspectives on the efficacy and validity of facilitated communication, it is helpful that their discussions not become polarized. To assist team members in making decisions about the use of facilitated communication, they should all receive the most current information on what facilitated communication is and how it works as well as a comprehensive look at the issues surrounding it. They need to be able to understand why the person they are involved with might be a good candidate. As part of this educational process, it is helpful to have people with extensive experience with facilitated communication and a broad range of other AAC approaches available to answer questions, provide new information, and problem solve around specific issues and concerns. In the end, the individual and his or her team must determine the appropriateness of facilitated communication training and other educational and augmentative approaches to communication, and whether or not to pursue them.

6. Assessment

The goal of assessment in facilitated communication training is to determine the benefit of facilitated communication for an individual, and, if applicable, give recommendations concerning the specific use of the method with that candidate. In determining the benefit of facilitated communication training for an individual, the following should be taken into consideration:

• current communication strategies,
• current and past use of AAC strategies,
• independent pointing skills,
• history and current description of movement problems,
• current and past use of support strategies across the person's range of social contexts.

Minimally, people are considered candidates if they have no speech or their speech is limited, erratic or inconsistent; and if their ability to point independently is not consistently reliable. It is not necessary that the person demonstrate literacy skills in the assessment in order to be considered a candidate. The assessment should carefully consider what has been tried, and what has been effective. It should compare independent skills with facilitated skills and have a rationale for the need for support through facilitation by the potential candidate. It should also consider the effectiveness of other support strategies such as structuring communicative interactions, making environmental accommodations, and using routines and scripts.

If it is determined that facilitated communication training would benefit an individual, recommendations should be given through the assessment that helps develop the person's initial use of facilitated communication. Recommendations should include

• specific support strategies for dealing with hand function issues (e.g., the amount of resistance and pull back needed)
• specific support strategies for general movement issues (e.g., support for trunk positioning and eye gaze)
• minimum effective level of physical support (i.e., degree of fading achieved while allowing for reasonably accurate pointing)
• optimal positioning of the candidate and the device relative to each other
• description of observed literacy skills
• device options, with recommendations addressing both short-range and longer-range access issues
• other supports necessary for successful communication (e.g., the commitment of the support team to create a positive environment, give consistent access, and allow time to practice)
• strategies that would enable the user to focus his or her attention on the task at hand
• plans for a continuing training process, including scheduling designed to optimize opportunities for effective practice for the candidate and his or her facilitators.

7. Elements of Facilitated Communication Training

Facilitated communication training involves developing communication skills through pointing (e.g., typing or pointing at pictures or letters) with a partner, or facilitator. The facilitator provides physical support (e.g., holding the person's wrist or forearm during pointing, providing backward resistance as the person tries to move the arm forward to point, placing a hand on the shoulder as the person points or types). This support is helpful in overcoming such movement-related difficulties as tremor, impulsivity, low muscle tone, poor eye-hand coordination, and/or difficulty in forefinger isolation (Crossley, 1994).

Facilitated communication training also involves far more than physical support. Like training in all AAC methods, it involves

• various forms of prompts and cues, (e.g., constant feedback concerning the letters typed or pictures and letters pointed to, reminders to look at the target, verbal cues to start pointing or to stop pointing repeatedly at one target item, the asking of clarification questions, such as "I'm not sure what you mean by that, could you explain?"), and
• encouragement and emotional support (e.g., "Keep going, you're doing fine" or "Go ahead, you can do it").

• Monitoring to make sure the facilitated communication user looks at the communication board.
• Facilitator saying each letter as it is indicated; otherwise, the communication user has no way of knowing if he or she had conveyed what was intended. Some communication devices have voice output. Those with visual display may still not provide any guarantee of sufficient feedback if the facilitator is not certain that the person is focusing on the monitor or other display as well as on the letters to which he or she is pointing.
• The communication board or device needs to include correction strategies, especially a delete key and back space.
• The facilitator needs to teach correction strategies to correct errors; the facilitated communication user should be given the confidence (through encouragement) to correct his or her communication partners' (i.e., facilitators') errors if they miscall letters.
• The facilitator needs to check with the facilitated communication user both during the writing of the message and once the message is complete to ensure that the facilitator got it right.

8. Introducing the Technique

• Follow the recommendations of the assessment regarding choice of hand, type of support, and seating.
• Plan in advance the choice and position of device(s), and appropriate activities for getting started.
• Establish a regular schedule by which the practice of pointing through facilitation can develop.
• Clearly explain to the communicator what is being done and why, and have the use of the technique demonstrated either by an experienced facilitated communication user, or through use of a video.
• Use challenging material that is meaningful to the communicator.
• Structure activities to maximize the success of the communicator.
• Provide varied and open ended activities, allowing for the opportunity for complex communication.
• Treat the person as a competent communicator, one who has ideas and feelings to share.
• Support the communicator in avoiding or interrupting verbal and typed echoes when they interfere with communication which accurately expresses the communicator's intent.
• Support the communicator in controlling difficult behavior.
• Work with a patient, positive, and persistent attitude.

Communicators who are experienced facilitated communication users often need to train new facilitators so that they can have continued access to communication. As in the situation with a new communicator, it is important that an experienced facilitator/trainer be involved in the process, providing supervision while the new facilitator is developing the skills of support.

It is imperative that a communicator have more than one person as a facilitator. Every communicator using facilitated communication should have multiple facilitators in his/her life. This means that getting started should involve more than one person as a new facilitator. It is helpful to involve people from the various aspects of that person's life, so that facilitation is not available only in a limited range of settings.

9. Independence

A primary, long-term goal of facilitated communication training is independent communication. This goal involves

• being able to access communication aids without physical support;
• being able to initiate the process of communication with others; and
• exercising control over the content of one's communication.

Achieving independence is a collaborative and dynamic process. It needs to be viewed within the broader context of individuals' progress towards greater self-determination in their lives. It is critical, therefore, that facilitated communication users be involved on an ongoing basis in decisions relating to the development of plans and strategies for independence. One significant factor in this involvement is the opportunity for facilitated communication users to observe, either in person or by means of videos, other facilitated communication users who have succeeded in typing independently. Facilitators need to be skilled in adjusting their levels of support depending on the content of an individual's communication, the situations those individuals are in, and their particular emotional and physical states. Some people may be able to type independently in social situations where the messages are short and routine, whereas if they are writing an academic course paper, they may need physical support to handle communication of greater complexity and quantity.

The work towards independence is a long-term process and is the result of sustained, high-quality support and training provided by skilled facilitators. It is important to recognize that progress towards independence will vary across individuals. Progress toward independence will be affected by

• severity of movement and hand function difficulties,
• skill and experience level of facilitators,
• availability of facilitators,
• opportunities for regular use of facilitated communication,
• access to appropriate technology,
• types of activities and environments in which an individual is involved , and
• consistency of opportunities to practice more independent typing. (Crossley, 1994)

10. Competency-based Facilitator Training

All facilitators should participate in a training process which includes a combination of classroom learning and direct supervision from an experienced facilitator. This supervision should be provided in the initial stages of the facilitated communication training process and maintained over time to ensure both that facilitators are using the technique correctly, and that they continue to develop their skills as facilitators. The competencies described as beginner competencies in Section IV, "Facilitator Competencies," correspond to those which a new facilitator would be expected to master during the early stages of his or her work as a facilitator. Mastery of these competencies should be monitored and documented by an experienced facilitator.

11. Multiple Facilitators

• to reduce dependence on a particular facilitator,
• to increase independent communication, and
• for there to be sufficient examples of valid and authentic communication to document in a portfolio.

12. Technical Assistance

No single discipline subsumes all of the expertise and experience needed to address these issues. Therefore, a plan for technical assistance to the facilitated communication user and his or her facilitators should be developed collaboratively by such support personnel as AAC specialists, speech and language pathologists, assistive technology specialists, occupational therapists, educational specialists, and specialists in positive behavioral supports.
 

13. Documentation

McSheehan and Sonnenmeier provide one excellent framework for documenting both the skills of the facilitated communication user and the skills of his or her facilitators. Their approach is based on a collaborative view of communication (Duchan,1993; Sonnenmeier & McSheehan, 1993), which emphasizes the contributions of both participants to the communication process and the construction of messages.

The documentation process is grounded in a set of assumptions about competency, the nature of physical supports, and the purpose of documentation. It is also based on the premise that in order to understand how facilitated communication access is being used by a particular individual and facilitator, it is necessary to examine skills and supports in six areas: physical, communicative, literacy, contextual, technological skills and supports, and ongoing training and technical support. Based on clinical experience and analysis of facilitated interactions, these areas are relevant to describing the nature of facilitated interactions and for making recommendations regarding ongoing training and skill development (McSheehan & Sonnenmeier, R. FC Documentation Protocol 1994) [SEE APPENDIX I: BIBLIOGRAPHY].

    a. Portfolio Approach

For the facilitated communication user, indicators of validity to be documented could include the following:

• similar patterns of spelling and typographical errors across facilitators,
• typing of similar topics and themes across facilitators,
• consistent style of typing across facilitators,
• instances of independent and/or initiated communication,
• self-correction of mistakes,
• effective use of protest strategies,
• sharing of information not known to the facilitator,
• successful participation in message-passing exercises,
• behavior or actions that confirm typed communication,
• speech that correlates with typed communication,
• consistent physical style of typing across facilitators, and
• physical attention to the typing (e.g., eye contact with the communication device).

    b. Validation, Authorship and Authenticity

Biklen and Cardinal (1997) have performed a meta-analysis of experimental studies of authorship in facilitated communication. In this analysis, they have identified 14 conditions which increase the likelihood that facilitated communication users will be able to demonstrate their authorship. Any responsible attempt at formal validation of authorship should consider the following factors:

•  extensive experience with facilitation by both facilitator and facilitated communication user;
•  practice using multiple trials;
•  consultation with facilitated communication user on test and format;
•  familiar facilitators;
•  monitoring for facilitated communication user's style;
•  no-risk, or low-risk testing;
•  building of confidence; with limits on opportunities to fail
•  naturally controlled conditions;
•  ongoing feedback on performance;
•  minimization of word retrieval tasks;
•  presentation of information through multiple modalities;
•  age appropriate content;
•  personally relevant content; and
•  extensive time to respond to questions.

    c. Sensitive Information

How to use this section:  This section outlines the process by which facilitators progress from their initial introduction to the method, through increasing levels of competence.  It describes the training, supervision and other supports to be provided to facilitators as they acquire skills and experience.  This section can be used by: administrators, as a tool in long-term planning for staff development and resource allocation; program coordinators, as a framework for setting short-term goals for staff; parents and advocates, as a means of identifying to agencies and school districts what resources will be needed to provide effective training for facilitators; facilitated communication trainers, as a way of describing the progression and scope of training to be offered.

The goal of all programs designed to train facilitators is the same: to produce qualified, competent facilitators. How the training is done will vary given differences in environment, and availability of resources, but all models will share essential common elements:

• an introductory information session,
• resource and information exchange,
• a continuum of beginner, intermediate and advanced training,
• direct supervision leading to indirect supervision,
• continuing education, and
• ongoing technical assistance.

Introductory Information: Most training begins with the delivery of introductory information by an experienced facilitated communication trainer. This can occur on a one to one basis, in small groups, or in a workshop format. It typically takes from two to eight hours, with the longer workshops taking two to three days. This is intended as an introduction to facilitated communication and is attended by people interested in becoming facilitators as well as those school or social service administrators who want to learn more about the method. This level of training may be useful in helping individual teams decide whether to explore the use of facilitated communication with a specific person. People participating at this level have gained only an overview of facilitated communication and do not have the skills necessary to be a facilitator nor to do an assessment.

Teaching Beginner Skills: This stage of training is designed to teach new facilitators basic skills in facilitation. Basic skill training is necessary as a part of exploring the use of the method with a candidate. It is also indicated when expanding the number of facilitators for an experienced facilitated communication user, or introducing new facilitators to accommodate a change in their circle of support. An essential part of this early training is simulating facilitated communication with a non-disabled communication partner so he/she can give feedback. The facilitator trainee should play the parts of both the facilitator and the facilitated communication user, so he/she can better understand the process.

Supervision: The acquisition of these skills is an ongoing process that occurs over time with initial intensive support/supervision given from an experienced facilitator. Supervision is decreased as skills/competencies are gained and the facilitator is able to demonstrate reliable, consistent skills. (See beginner level competencies.) New facilitators need time to work directly with and consult with a supervisor. The new facilitator must also have time to practice his or her skills with the facilitated communication user. The amount and length of supervision needed is dependent on 1) the prior experience of the candidate/fc user, 2) the trust and confidence that builds between the new facilitator and the candidate/fc user, and 3) allotted time to build both their relationship and skills in working together.

The new facilitator should be familiar with Best Practices (see that section) in Facilitated Communication and should develop a plan for getting started which will be carried out under supervision; this plan should include specific objectives, such as working toward open communication. Facilitators should keep two portfolios- one assessing his or her own skill development and the other recording the progress of the facilitated communication user.

A facilitator at this level is considered a beginner and should work to master those competencies as delineated in the Beginner Category on the "Facilitator Competencies" list (see Section IV).

Intermediate level - This level of training is for those facilitators who have mastered the basic level of facilitator skills. This typically refers to those facilitators who have had at least 6 months of direct work with a facilitated communication user. Intermediate level training focuses on increasing facilitator skills in the areas of independence and validation. It also may involve facilitators receiving in-depth information on selected topics related to facilitated communication.

A facilitator at this level should work to master the competencies as delineated in the Intermediate Level on the Competency list (see that section.) Supervision at this level of training can be less frequent and indirect. Support may be accomplished more through phone conferencing and email correspondence.

Advanced Level - This level of training is for experienced facilitators who have mastered the skills at the intermediate level. This typically means that they have had at least one year's experience with facilitated communication and have worked successfully with several different facilitated communication users. Facilitators at this level may be designated by their agencies/schools to serve as supervisors of others who are new facilitators. This would help to build within agencies and schools the organizational capacity to provide ongoing training and supervision for facilitated communication. These individuals are eligible to enter the trainers' program. Facilitators at this level should work to master the competencies as delineated in the Advanced Level on the Competency list (see that section).

Resource and Information Exchange: In addition to participation in various levels of facilitator skill training, facilitators should have access to up to date information on facilitated communication. This is critical to assist facilitators to build and maintain their skills. Agencies and schools, etc., should develop a library of resources and information on facilitated communication, such as

• web based information
• resource libraries
• newsletters
• bibliographies

• access to groups and/or informal meetings where there is regular discussion of the various aspects and issues of facilitated communication
• access to conferences which discuss facilitated communication as well as ancillary approaches that enhance the use of the method (e.g., sensory integration)
• consistent connection to those organizations which articulate the current research and practice of the method
• access to facilitated communication users other than those whom the facilitator primarily supports.

General issues: In considering the training process, the following points are helpful:

• Train more than one person as a facilitator. The two, three or more people should have consistent roles in that person's program/life and spend regular time with the individual.
• For a new candidate for facilitated communication, consider an assessment prior to introductory training so that from the outset of training attention can be given to the specific needs of the individual and the recommendations developed from the assessment.
• At the time that training begins, attention should be given to setting up a schedule for supervision, allotting time for practice, and developing strategies for networking. This overall effort establishes a system of support for the new facilitator which leads to a greater chance for a successful experience.
• Plan for the long term goal of independence right from the beginning. Provide for those involved with support to address this goal through continuous opportunities beyond the initial training.
• Experienced facilitated communication users should be involved in the planning of the training as much as possible. As training begins, they should take an active role in teaching their new facilitators how to provide support.

How to use this section:  This section lists the general competencies and specific skills which should be mastered by facilitators. The competencies are divided by subject area, and are further subdivided into beginning, intermediate, and advanced levels. This section is designed primarily for use by: facilitated communication trainers and supervisors, as a tool for developing specific training goals and monitoring their trainees' progress; and facilitators, as a way of tracking their own progress.   The competencies are organized into levels for the convenience of trainers, and as a way of providing markers of progress to facilitators.  In reality, all facilitators are engaged in a continuous process of skill development and  refinement, with an ongoing reassessment of what is known and what is yet to be learned.  These competencies can be used to chart a facilitator's progress, to organize ongoing curriculum, and to structure experiences for facilitators.  They should  not be used as a means of evaluating a particular facilitator's job performance. (A facilitator's progress on these competencies reflects as much on the actions of the trainer and other circumstances as they do on the efforts of the facilitator.)  The information in this section is also provided in checklist form in Appendix II (Supervision Checklist).  That checklist can be kept as a running record of a particular trainee's mastery of these competencies.

ALL LEVELS

Beginner

Intermediate

Advanced

Beginner

Intermediate

Advanced

Beginner

Intermediate

Advanced

Beginner

Intermediate

Advanced

Beginner

Intermediate

Advanced

Beginner

Intermediate and Advanced

Beginning

Intermediate

Advanced

Beginner

Intermediate

Advanced

 
 
 

How to use this section:  This section includes three appendices:      .    Appendix I: Bibliography            The bibliography is designed as a reference for trainers and supervisors.  The books and articles listed in it are the primary sources referenced in Section IV (Facilitator Competencies); trainers can select readings from these resources as part of the training of facilitators, and as a way of informing others about Facilitated Communication.   The bibliography is not intended to be a complete list of references on facilitated communication.  For more extensive readings and video resources, see the Facilitated Communication Institute's website:           http://soeweb.syr.edu/thefci/ or the facilitated communication bibliography at the DEAL Communication Centre's website:            http://home.vicnet.net.au/~dealccinc/Fccont.htm      .    Appendix II: Supervision Checklist:             This form is used by supervisors to record a facilitator's acquisition of the competencies listed in Section IV (Facilitator Competencies.)  It is important to use this form as a way of documenting a facilitator's progress, and not as a means of evaluating his or her job performance.  Progress in any of these competencies is an ongoing process of a collaborative team, rather than one person's accomplishment.      .    Appendix III: FC User Skill-Building Profile            This profile, originally designed as a way of charting a facilitated communication user's development of skills over time, is used in training to determine the effectiveness of the interaction between a facilitated communication user and current facilitators.  A facilitated communication user's skills will vary markedly depending on both the facilitator's skills and their shared experience.             The FC User Skill-Building Profile is included in this document for use by facilitator trainers and supervisors in conjunction with the Supervision Checklist.  By keeping track both of a facilitator's developing competencies over time, and the concurrent development of the facilitated communication user's skills, the supervisor can chart their progress as a working team, and highlight areas where further attention and support are needed.  The full benefit of the profile for a facilitated communication user is realized when it is used across several facilitators.

Berger, C. L. (1993). "Facilitated Communication: As far as the eye can see!" Facilitated Communication Digest 1(3): 9-10.

Beukelman, D. R. and P. Mirenda (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore, MD, Paul H. Brookes.

Biklen, D. (1992). "Look at the Board!" Facilitated Communication Digest 1(1): 4.

Biklen, D. (1993). Communication unbound: How facilitated communication is challenging traditional views of autism and ability/disability. New York, Teacher's College Press.

Biklen, D. (1993). "Questions and Answers About Facilitated Communication." Facilitated Communication Digest 2(1): 10-15.

Biklen, D. and D. N. Cardinal, Eds. (1997). Contested words, contested science: Unraveling the facilitated communication controversy. Special Education Series. New York, Teacher's College Press.

Broderick, A. and C. Kasa-Hendrickson (1999). "Toward Independent Typing: The Collaborative Use of Portfolio Documentation." Facilitated Communication Digest 7(3): 2-12.

Crossley, R. and A. McDonald (1980). Annie's Coming Out. Ringwood, Victoria, Australia, Penguin.

Crossley, R. and J. Remington-Gurney (1992). "Getting the Words Out: Facilitated Communication Training." Topics in Language Disorders 12: 29-45.

Crossley, R. (1994). Facilitated Communication training. New York, Teachers College Press.

Crossley, R. (1996). " "It Takes Two to Tango": The Importance of Feedback in Communication." DEAL Newsletter(March).

Crossley, R. (1997). Speechless: Facilitating communication for people without voices. New York, Dutton.

Donnellan, A. M., P. L. Mirenda, et al. (1984). "Analyzing the Communicative Functions of Aberrant Behavior." Journal of the Association for the Severely Handicapped 9(3): 201-212.

Donnellan, A. M. and M. R. Leary (1995). Movement Differences and Diversity in Autism/Mental Retardation: Appreciating and Accomodating People with Communication and Behavior Challenges. Madison, WI, DRI Press.

Duchan, J. F. (1993). "Issues raised by facilitated communication for theorizing and research on autism." Journal of Speech and Hearing Research 36: 1108-1119.

Eventyr, K. (1997). "Sensory issues and facilitated communication." Facilitated Communication Digest 6(1): 13-15.

FCI, S. (1999). "Portfolio Data Form for Facilitators and FC Users." Facilitated Communication Digest 7(3): 15-18.

Halliday, M. A. K. (1975). Learning How to Mean: Exploration in the Development of Language. New York, Elsevier North Holland.

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Person being supervised: Date Checklist initiated: / /

Supervisor's Name	From (date) to (date)	Supervisor's Name	From (date) to (date)

Beginning competencies
 

History and Background
 

General competency	specific skills	date  demon- strated	how evaluated	follow-up plan
1. Understands and can describe the development of the method	1. Is familiar with Crossley and MacDonald's work in Australia, and with Crossley's subsequent work
	2. Knows of independent discoveries of FC in various parts of the world

:

Neuromotor Concepts
 

General competency	specific skills	date  demon- strated	how evaluated	follow-up  plan
1.Understands movement differences and their relationship to FC	1. Understands basic concept of apraxia
	2. Understands seating and positioning issues
	3. Understands hand function issues
	4. Understands and can explain relationship between movement concerns and the utility of FC for an individual
	5. Understands the concept of accommodation and recognizes the need to make changes
2. Understands processing issues and their relationship to FC	1. Understands sensory integration issues

Physical Support
 

General Competency	Specific skills	date  demon -strated	how evaluated	follow-up plan
1. Provides minimum effective level of support	1. Positions self, FC user, and devices so facilitator can provide good support for FC user, monitor eyes, keyboard, positioning, etc.
	2. Provides constant backward pressure as the FC user moves hand toward keyboard
	3. Cues FC user to return to neutral position above keyboard for each letter typed
2. Changes support as needed	1. As FC user gains more control through the session, the facilitator decreases backward pressure and shifts point of support as appropriate
	2. Facilitator negotiates decreased support with FC user if the FC user attempts to maintain greater support than needed.
	3. Greater support provided, in conjunction with clarification strategies, when typing becomes unclear.

 

Behavioral Supports

General competency	specific skills	date  demon -strated	how evaluated	follow-up plan
1. Sees behavior as communication	1. Recognizes the contributions of both positive and negative behaviors to communication.
2. Is able to hypothesize the intent of the behavior as seen from the FC user's perspective	1. Is able to suggest to the fc user, for confirmation or further clarification, the possible meanings of a specific behavior.
3. Attempts to differentiate between intentional and unintentional behavior	1. Tracks patterns of behavior, and decides what to attend to and what to ignore.

 

Communicative Supports
 

General competency

specific skills

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