Education Research Specialist Katharine Beals ~ The falsity of facilitated communication

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502 Conversations - Science, Skepticism, Pseudoscience, Philosophy, and more.

Brian Kerby

47 episodes

3 days ago

Audio uploads of Dedham TV's "502 Conversations". Conversations with experts in their fields about science; skepticism; medicine; quackery; pseudoscience; philosophy; belief, why and how we believe; knowledge; and more. Guests have included Dr. Paul Offit; microbiologist Natalia Pasternak; Julia Sweeney; Sheldon Helms; JAMA Editor in Chief Dr. Howard Bauchner; Massimo Pigliucci; James Randi; Ray Hyman; James Alcock; Dr. Harriet Hall; and others. Full interviews also available on youtube. © 2022 Dedham TV. Unauthorized duplication, for any reason, without permission is prohibited.

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Education Research Specialist Katharine Beals ~ The falsity of facilitated communication

502 Conversations - Science, Skepticism, Pseudoscience, Philosophy, and more.

57 minutes 46 seconds

9 months ago

Education Research Specialist Katharine Beals ~ The falsity of facilitated communication

Katharine Beals has a PhD in linguistics, is adjunct assistant at the Graduate School of Education at the University of Pennsylvania, and is an adjunct professor at both the Drexel University and Temple University schools of education. Dr. Beals specializes in language and literacy acquisition in autism, language technologies for autistic individuals, educational challenges for students with autism, evidence based instruction, and the problems with FC as an intervention in autism.

Video version available at https://youtu.be/nldpkNllFDE

Sources:

D’Souza, K. (2022). A movement rises to change the teaching of reading. EdSource. https://edsource.org/2022/a-movement-rises-to-change-the-teaching-of-reading/675989 Travers, J., & Ayres, K. (2015). A critique of presuming competence of learners with autism or other developmental disabilities. Education and Training in Autism and Developmental Disabilitites, 50(4), 371–387. Travers, J. (2020). Rapid prompting method is not consistent with evidence-based reading instruction for students with autism. Perspectives on Language, Winter 2020. https://tinyurl.com/4up9y7nd