Eberlin M, McConnachie G, Ibel S, Volpe L
Developmental Disabilities Institute, Smithtown, New York 11787.
J Autism Dev Disord. 1993 Sep;23(3):507-30. doi: 10.1007/BF01046053.
Twenty-one subjects participated in a study of Biklen's and Crossley's hypothesis that persons with autism show unexpected literacy and improved communication ability through the process of facilitated communication (FC). Repeated measures of literacy were conducted at (a) a baseline test of communicative ability before FC; (b) a pretest with facilitation; and (c) a posttest with facilitation after 20 hours of training. At both the pretest and posttest, the facilitators were screened from hearing or seeing the questions or pictorial stimuli. Although some facilitators reported newfound communicative abilities during training sessions, no client showed unexpected literacy or communicative abilities when tested via the facilitator screening procedure, even after 20 hours of training. Separate analyses indicated that some facilitators influenced the communicative output of their clients.
21名受试者参与了一项关于比克伦（Biklen）和克罗斯利（Crossley）假设的研究，该假设认为自闭症患者通过辅助沟通（FC）过程展现出意想不到的读写能力和沟通能力提升。对读写能力进行了重复测量，测量时间点为：（a）FC之前的沟通能力基线测试；（b）有辅助的预测试；以及（c）20小时训练后的有辅助的后测试。在预测试和后测试中，辅助者都被屏蔽，听不到或看不到问题或图片刺激。尽管一些辅助者在训练过程中报告有新发现的沟通能力，但即使经过20小时训练，通过辅助者屏蔽程序测试时，没有一位受试者展现出意想不到的读写能力或沟通能力。单独分析表明，一些辅助者影响了其受试者的沟通输出。
