Through the use of Facilitated Communication, FC,

Through the use of Facilitated Communication, FC, in conjunction with well known interventions, a good autism program can be enhanced. Why? It has a unique method of establishing close relationships with a nonverbal kid who is hard to reach. Even though it is difficult to comprehend how it works, this complex, controversial method makes miraculous changes in the behavior and disposition of the child.

Although I am an FC supporter, I simultaneously suggest communication programs [http://www.rapidpi.net/ http://www.rapidpi.net apidpi ] that the child may use independently. PECS (Picture Exchange System) does not require pointing ability, and this encourages spontaneous requesting, and it demonstrates to identification and interaction with a expansive partner. Until the child becomes adept at pointing, I simultaneously facilitate tone output communication programs. The introduction of typically the iPad is providing many options for voice output programs. Using engaging pursuits, the dexterity apps geared toward standard developing toddlers, encourage eye-hand skill. I do not believe in totally depending on word for functional communication till the child has repeatedly shown he understands word meaning. The child should be able to demonstrate that he can match the phrase to the corresponding pictures and/or the particular object or activity. Reading not having understanding usage, is rampant in this particular population. Do not assume because a baby is typing that his" conscious mind" or "independent ego" can demonstrate understanding of the words he forms or reads. Functional communication must be used independently with multiple lovers in a variety of settings.

The program should have staffers that demonstrate the knowledge and flexibility to meet the complex needs of the individual baby. ABA does not have all the answers, however, many discreet trial procedures can go with any sound autism program. Questions to ask yourself? Does the program make the child feel comfortable? Does the child feel safe together with trust his environment? Are there important movement and sensory activities? Carry out staffers share a philosophy that the organized body leads to an tidy mind? Is the child forging romantic relationships with the staff? Do they incorporate actions that foster joint attention? Do staffers provide activities that instruct cause and effect? Is the youngster taught to imitate? Is he motored consistently with slow removal of prompts to complete movement patterns he / she cannot do independently? Do staffers teach categories and parts of presentation to help the child form his own inside filing cabinet? What do staffers because of encourage the child to initiate? Do these cards foster projects that develop eye-hand coordination? Do staffers address adaptable daily living skills? Do they realize that focused intent used in Facilitated Communication enables you to teach a variety of skills? Do the staffers understand how FC strategies enhance their personally own intuitive abilities?

Often ignored, refused and discouraged, I believe the telepathic resonance in the FC relationship, should be embraced as a part of the process since it facilitates the child engage more with his area. This energetically dependent strategy really should not be discarded just because it is not currently grasped. If one listens with an available heart and an open mind, your child will show him what he needs. Look for staffers who understand that your child has a different perception reality, and tend to be willing to meet him more than half way.