PubMed · 10570545
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R R Robey, J Wambaugh. Single-subject versus randomized group design.. https://pubmed.ncbi.nlm.nih.gov/10570545/
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The project focuses on 'shared listening' from a structured developmental framework of 'sound/no sound awareness' to basic 'phonological awareness' linking it to the Foundation Curriculum: Early Years Goals (Department for Education and Employment 2000) and National Literacy Framework (Department for Education and Employment 1998). The project is based around parents borrowing topic bags where their children have been identified by speech and language therapy/specialist language and communication support teachers as having listening/phonological difficulties. Following a simple screening assessment parents borrow the bags weekly for a potential 30 weeks. These have been shown to have an effect on both parental attitudes to helping listening (practically-based and focused) and their children's listening skills.
Most experimental evaluations of Facilitated Communication (FC) provide no evidence that this technique is valid. Important as they are, controlled test-based studies have characteristically not done justice to the complexity of the issues which surround FC. This paper summarises a long term evaluation project involving various forms of data collection. In this study too, controlled testing has shown very little evidence for the validity of the technique. In contrast, other sources of data, including records of naturally occurring message passing and intensive video analysis have provided evidence that the communication skills of some FC users have been enhanced. An overview of the project is presented, and discussed in relation to the blurring of findings (observations of behaviour) and inferences (judgements of communicative competence) in the extant literature.