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<v Speaker 1>Hello, and welcome to my podcast. This is an audio

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<v Speaker 1>version of my videos available to make listening to my

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<v Speaker 1>stuff in the background easier than YouTube makes it. But

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<v Speaker 1>since my videos are primarily made for YouTube, there may

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<v Speaker 1>be occasional references to visual materials. If you'd like this

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<v Speaker 1>podcast ad free, you can join us on Patreon Apppatreon

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<v Speaker 1>dot com, slash Vice Rhino. Please enjoy.

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<v Speaker 2>Hello and welcome to my channel, Vice Rhino here. What

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<v Speaker 2>About Bunny is a YouTube channel featuring a family of dogs,

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<v Speaker 2>mostly one named Bunny, that all communicate with those voice

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<v Speaker 2>buttons that I'm sure you've seen before. It's really cute.

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<v Speaker 2>Dog pushes a button, the button says a word like

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<v Speaker 2>outside dog, owner lets the dog outside, and hey, look, Mike,

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<v Speaker 2>dog is talking to me Nido. But are they really

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<v Speaker 2>talking to you? Do they understand what they're doing? Yes?

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<v Speaker 2>Well no, maybe it depends. Let's go. So, if you're unaware,

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<v Speaker 2>there are a bajillion of these social media accounts that

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<v Speaker 2>have their pets communicating with these buttons. What About Bunny

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<v Speaker 2>just happens to be the one that YouTube's algorithm has

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<v Speaker 2>been deciding to show me. But they acknowledge that they

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<v Speaker 2>were inspired by Christina Hunger, a speech language pathologist whose

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<v Speaker 2>dog Stella is known for doing the button thing, and really, well,

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<v Speaker 2>this is a fairly simple idea, it's still kind of genius.

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<v Speaker 2>After all, dogs do have the capacity for understanding at

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<v Speaker 2>least some human speech. My dog Puddles knows quite a

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<v Speaker 2>few words, and has even seemingly figured out some of

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<v Speaker 2>the nuances that go along with certain words. For instance,

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<v Speaker 2>if we say bedtime in the middle of the day,

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<v Speaker 2>she'll completely ignore us, But if we say it at night,

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<v Speaker 2>then she'll go right to her create, usually with an

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<v Speaker 2>annoyed glance in our direction because we stayed up later

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<v Speaker 2>than she would like. So it seems like recording words

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<v Speaker 2>onto buttons that dogs can press, we'll let the dogs

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<v Speaker 2>proactively ask for things that they want instead of waiting

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<v Speaker 2>for us to suggest she needs to go outside. She

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<v Speaker 2>can press a button that says a word that she

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<v Speaker 2>is already associated with going outside, which will residult in

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<v Speaker 2>us letting her outside. And research that as far as

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<v Speaker 2>eye of Filthy Little Aming can tell as pretty rigorous

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<v Speaker 2>based on their methodology, has confirmed that at least for

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<v Speaker 2>the words play and outside, the dogs do actually understand

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<v Speaker 2>the buttons their methodology was actually pretty interesting. They had

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<v Speaker 2>two experimenters go into the house of someone who had

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<v Speaker 2>a button trained dog. The experimenter who would actually push

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<v Speaker 2>the buttons was staying outside while the other one went

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<v Speaker 2>inside and covered the buttons with colored stickers whose color

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<v Speaker 2>was randomized. After that was accomplished, the button pusher would

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<v Speaker 2>come inside put on noise canceling headphones that were playing

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<v Speaker 2>music loud enough for them to not be able to

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<v Speaker 2>hear the first experimenter yelling while standing right next to them.

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<v Speaker 2>The first experimenter would then go into a different room

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<v Speaker 2>and have the headphones, while still blaring the music, tell

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<v Speaker 2>the second experimenter what color button to push. The whole

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<v Speaker 2>thing would be recorded on video, and the videos would

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<v Speaker 2>be shown to other people who were not there at

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<v Speaker 2>the time with no audio, with these people being told

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<v Speaker 2>to analyze the dog's behavior throughout the video. This way,

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<v Speaker 2>the person pressing the button doesn't know what the command

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<v Speaker 2>on the button will be, so they can't inadvertently give

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<v Speaker 2>the dog's body language cues, and the people analyzing the

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<v Speaker 2>video don't know what they're looking for, so they aren't

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<v Speaker 2>imposing their expectations on how they interpret the dog's behavior.

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<v Speaker 2>This elaborate setup, which I actually simplified, there were a

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<v Speaker 2>bunch more procedures that I didn't mention, was put in

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<v Speaker 2>place to avoid the Clever Hans effect. Clever Hans was

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<v Speaker 2>a horse that lived in the early twentieth century. Mathematics

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<v Speaker 2>teacher Wilhelm von Austen spent four years training Hans before

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<v Speaker 2>presenting him to the public. Hans, it was said, could add, subtract, multiply, divide,

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<v Speaker 2>read the clock, identify playing cards, knew the calendar, and

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<v Speaker 2>could even spell. He did all of this through tapping

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<v Speaker 2>his hoof. Numbers are easy, just tap out the right number,

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<v Speaker 2>and for spelling, you just replace a letter with the

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<v Speaker 2>number representing his place in the alphabet, so A is one, bs, two, etc.

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<v Speaker 2>With his ability to spell, he could also communicate. He

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<v Speaker 2>would tap out words, and in so doing would write

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<v Speaker 2>sentences that communicated his thoughts and ideas. He could identify painters.

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<v Speaker 2>He could listen to music and then tell you who

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<v Speaker 2>composed it. He was rigorously tested by skeptics who thought

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<v Speaker 2>the whole thing to be a hoax, but he passed

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<v Speaker 2>those tests with flying colors, even when his trainer was

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<v Speaker 2>at sentence. So couldn't be giving him secret cues. The

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<v Speaker 2>German Board of Education commissioned a group of experts to

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<v Speaker 2>determine if Hans was the genuine article, and they concluded

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<v Speaker 2>that he was enter Oscar Funkst. He had the simple

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<v Speaker 2>yet brilliant idea of switching up the test a bit

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<v Speaker 2>in several ways, and in two scenarios it was found

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<v Speaker 2>that Hans could not perform, first when the question of

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<v Speaker 2>themselves did not know the answer to the question, and

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<v Speaker 2>second when a screen was placed between Hans and the questioner.

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<v Speaker 2>As it turned out, Hans was quite a remarkable horse,

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<v Speaker 2>but not because he could do all the clever tricks

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<v Speaker 2>that people thought he was doing. Rather, he had figured

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<v Speaker 2>out how to read tiny, almost imperceptible muscle movements in

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<v Speaker 2>the face of the person questioning him completely involuntarily. When

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<v Speaker 2>the person knew the answer to the question, their face

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<v Speaker 2>would change to indicate that Hans tapping was approaching the

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<v Speaker 2>point where he would stop if he was getting the

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<v Speaker 2>question right. Hans learned to read these signs and would

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<v Speaker 2>stop at the appropriate time in order to receive the

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<v Speaker 2>reward that came with a correct answer. Remarkable, but not

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<v Speaker 2>horse that can spell out their inner thoughts levels of

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<v Speaker 2>remarkable and definitely don't google how clever Hans died. He

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<v Speaker 2>went to live on a ranch up state where all

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<v Speaker 2>of his needs were lovingly tended to by kind farmers

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<v Speaker 2>with many apples and sugarcubes in hand. And that's why

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<v Speaker 2>when testing a dog's ability to understand words on buttons,

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<v Speaker 2>it was important to make sure that at no point

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<v Speaker 2>would a human who is interacting with the dog have

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<v Speaker 2>any knowledge of what behavior would be expected. It is

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<v Speaker 2>conceivable that a dog could be reading microfacial expressions rather

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<v Speaker 2>than actually understanding what the word on the button means.

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<v Speaker 2>And as mentioned previously, they found in this study that

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<v Speaker 2>dogs do indeed understand the words play and outside, or

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<v Speaker 2>rather the dogs successfully attached those concepts to the words

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<v Speaker 2>that their owners use for them. There was some variability

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<v Speaker 2>in the specific words used, like instead of play, it

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<v Speaker 2>might have been toy. So that's neat, But how would

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<v Speaker 2>that launch the bajillion social media accounts that are out there.

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<v Speaker 2>We've been training dogs to ring a bell to communicate

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<v Speaker 2>that they want to go outside for ages now, but

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<v Speaker 2>I've never seen that be the basis for someone's social media.

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<v Speaker 2>What's the difference here well. The owners who button train

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<v Speaker 2>their dogs will often have large arrays of buttons with

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<v Speaker 2>all sorts of different words on them, and the dogs

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<v Speaker 2>appear to be communicating using multiple button presses.

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<v Speaker 3>What are you doing, nugget.

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<v Speaker 4>Before? See cat and buy? That's right because the cat

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<v Speaker 4>is upstairs. Now cat went up here? Yep, that's where

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<v Speaker 4>it is now.

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<v Speaker 2>See before she could see the cat, but now the

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<v Speaker 2>cat is gone before see cat? Buy? But is this

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<v Speaker 2>really communication? The thing about social media accounts like this

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<v Speaker 2>is that we have no way of knowing how many

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<v Speaker 2>button presses these dogs do throughout the day that aren't

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<v Speaker 2>interesting enough for the owners to post, and with enough presses,

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<v Speaker 2>they are bound to be a few that, through sheer

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<v Speaker 2>random chance, seem to line up with what's going on.

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<v Speaker 2>You can see in many of these videos that there

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<v Speaker 2>is a lot of interpretation going on from the human

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<v Speaker 2>in the scenario, with them guessing what the button presses

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<v Speaker 2>mean and proceeding on the assumption that their guess was correct.

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<v Speaker 5>When what, no, bunny, what do you mean?

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<v Speaker 6>When nobody you mean? When are you going to die?

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<v Speaker 6>When nobody.

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<v Speaker 7>Love you?

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<v Speaker 5>I love you?

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<v Speaker 8>I love you?

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<v Speaker 5>Butes.

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<v Speaker 2>Dogs are smart. I have no doubt that Bunny associates

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<v Speaker 2>some meaning with every single one of her buttons, even

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<v Speaker 2>if it's not the meaning that her owner intended to

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<v Speaker 2>teach her. But I very much doubt that she was

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<v Speaker 2>having an existential crisis there. This seems like a variant

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<v Speaker 2>to the Barnum effect. The Barnum effect is the thing

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<v Speaker 2>that horoscopes rely on. If people think that a vague

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<v Speaker 2>statement pertains to them, they will interpret it as referring

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<v Speaker 2>to something specific. Dog pokes buttons that vaguely gesture in

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<v Speaker 2>a direction that could be interpreted as an existential crisis.

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<v Speaker 2>Owner interprets the button presses as an existential crisis. As

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<v Speaker 2>far as research into a dog's ability to communicate using

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<v Speaker 2>multiple button presses goes, there is some evidence suggesting that

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<v Speaker 2>dogs will choose button combinations non randomly, at least for

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<v Speaker 2>two button combos, But this study was a bit less rigorous.

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<v Speaker 2>It relied on owner's self reporting button press events, so

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<v Speaker 2>as the study authors themselves acknowledge, there may have been

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<v Speaker 2>a bias in the reporting where combinations that the owners

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<v Speaker 2>thought were more interesting, we're also more likely to be

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<v Speaker 2>reported than nonsense ones, thus potentially skewing the data. So Yeah,

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<v Speaker 2>dogs can understand and use buttons to communicate, but the

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<v Speaker 2>extent of that communication is still under investigation. Meanwhile, owners

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<v Speaker 2>are engaging in a sort of combination of confirmation bias

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<v Speaker 2>in the Barnum effect to impose deeper meaning onto their

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<v Speaker 2>conversations with their dogs. At worst, this is just some

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<v Speaker 2>good natured, if misguided fun. Bunny is a good pup

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<v Speaker 2>who deserves all the scritches and if her owner is

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<v Speaker 2>having a good time communicating with her while sharing these

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<v Speaker 2>communications on social media, who am I to rain on

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<v Speaker 2>that parade? And that's the video for today. We're done here.

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<v Speaker 2>Don't look at the run time. This was just an

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<v Speaker 2>excuse for me to talk about some neat research into

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<v Speaker 2>animal cognition with a sprinkling of critical thinking mixed in

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<v Speaker 2>so by Facilitated communication is a technique that is used

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<v Speaker 2>to help nonverbal disabled people, particularly those with autism, communicate.

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<v Speaker 2>The trained facilitator will give the person physical support as

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<v Speaker 2>they point to letters, pictures, or objects on a keyboard

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<v Speaker 2>or post board, and using this method, some of these

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<v Speaker 2>people have been able to do things like graduate college

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<v Speaker 2>with honors. I might add, write books, publish poetry, and

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<v Speaker 2>even give the keynote address at the United Nations for

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<v Speaker 2>World Autism Awareness Day, Advocates of facilitated communication tout its

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<v Speaker 2>ability to bring a voice to the voiceless, helping people

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<v Speaker 2>whose brains work differently to express their deep inner life.

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<v Speaker 2>The idea here is that their fine motor skills aren't

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<v Speaker 2>good enough to type or point to letters on their own,

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<v Speaker 2>so the facilitator allows them to use their arm, which

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<v Speaker 2>they control with gross motor skills, to point to letters

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<v Speaker 2>or symbols that they want.

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<v Speaker 7>What we do is we take the movement ou on

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<v Speaker 7>the five oder of the digits and put it in

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<v Speaker 7>the gross motor of the art because it's so much

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<v Speaker 7>easier to control.

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<v Speaker 2>And this method is how many nonverbal autistic people have

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<v Speaker 2>achieved such major accomplishments. It truly is incredible, literally as in,

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<v Speaker 2>I find it impossible to believe. Now. Don't get me wrong,

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<v Speaker 2>I would love for this to be true. I have

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<v Speaker 2>multiple autistic children, and well none are completely nonverbal. One

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<v Speaker 2>has been in speech there for their whole life, and

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<v Speaker 2>the other does sometimes lose their ability to speak when overstimulated.

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<v Speaker 2>This caused some issues for them growing up. They weren't

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<v Speaker 2>diagnosed until the last couple of years. The psychiatrist we

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<v Speaker 2>took them to originally said that their meltdowns were panic attacks.

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<v Speaker 2>The thing that we needed to do was make sure

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<v Speaker 2>they felt safe and loved, and that would help bring

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<v Speaker 2>them out of the panic attack. Now I'm a literal

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<v Speaker 2>minded guy. In fact, there's a good chance that I

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<v Speaker 2>am also autistic, but adult diagnoses are expensive and there's

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<v Speaker 2>not much point in that for me at the moment.

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<v Speaker 2>But anyway, I took to literally repeating in a calming tone,

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<v Speaker 2>you are safe, you are loved when my child was

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<v Speaker 2>having one of their meltdowns that we thought were panic attacks.

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<v Speaker 2>After a while, they came to be and shared with

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<v Speaker 2>me that when I did that, it actually made things

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<v Speaker 2>worse for them in the moment. I stopped doing that immediately.

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<v Speaker 2>The thing about autistic meltdowns that is different from panic

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<v Speaker 2>attacks is that there's not a lot that you can

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<v Speaker 2>do about them other than prevention. Once a meltdown starts,

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<v Speaker 2>it kind of has to run its course. There are

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<v Speaker 2>things you can do that will make them worse, but

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<v Speaker 2>to make them better, you just basically have to make

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<v Speaker 2>sure that the person is physically safe and away from

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<v Speaker 2>anything that might cause over stimulation and then just wait

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<v Speaker 2>until it's done. Once they got their autism diagnosis, we

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<v Speaker 2>got a lot better at managing the meltdowns, to a

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<v Speaker 2>point where what used to be a twice weekly occurrence

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<v Speaker 2>is now maybe twice a year. But when we still

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<v Speaker 2>thought they were panic attacks, I had inadvertently created an

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<v Speaker 2>association in my child between hearing me say you are

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<v Speaker 2>safe and loved and having a meltdown, which exacerbated the

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<v Speaker 2>meltdowns and made them last longer, and they were able

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<v Speaker 2>to communicate that to me. Now, for the record, I

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<v Speaker 2>asked my kids whether I could share that information with you,

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<v Speaker 2>and they said yes. The people in the videos on

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<v Speaker 2>facilitated communication cannot have given their consent because facilitated communication

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<v Speaker 2>does not work as such. I have as piper to

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<v Speaker 2>blur their faces. I'm telling you this so that you

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<v Speaker 2>know that I can empathize with the caregivers of nonverbal

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<v Speaker 2>autistic people. I have experienced the frustration of not being

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<v Speaker 2>able to communicate with a person that I deeply love

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<v Speaker 2>and is in distress. My frustration was mitigated by the

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<v Speaker 2>fact that they can communicate most of the time, but

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<v Speaker 2>many people don't experience that. They have to live with

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<v Speaker 2>the frustration. So when someone comes along and says, hey,

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<v Speaker 2>not only can your kid communicate, but they're actually quite

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<v Speaker 2>good at it and can write at a very high level,

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<v Speaker 2>that is a compelling message. And I don't blame anyone

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<v Speaker 2>for believing it. I would want to. In preparation for

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<v Speaker 2>this video, I watch some promotional material for various forms

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<v Speaker 2>of facilitated communication, and I have to tell you, sometimes

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<v Speaker 2>it looks convincing. I want to believe it. I really

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<v Speaker 2>would love to learn that a marginalized group has suddenly

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<v Speaker 2>been empowered with the ability to communicate. I want to

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<v Speaker 2>join in and hug the parents who are shedding tears

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<v Speaker 2>of joy upon hearing your child speak to them for

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<v Speaker 2>the first time. But there's one thing that I noticed

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<v Speaker 2>in all of the material that really bothered me. The

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<v Speaker 2>facilitator is always either holding the letter board or is

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<v Speaker 2>in physical contact with the person doing the spelling. If

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<v Speaker 2>the person pointing out the letters is actually spelling, why

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<v Speaker 2>does the facilitator have to be holding the board in

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<v Speaker 2>the air or touching the person's arm as they type.

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<v Speaker 2>To put it bluntly, it is a facilitator doing the communicating,

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<v Speaker 2>not the person pointing at letters. The facilitator is using

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<v Speaker 2>their client in the same way you would use a

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<v Speaker 2>plan chet on a wigi board, guiding them toward the

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<v Speaker 2>letters that they are expecting in answer to whatever questioners

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<v Speaker 2>situation is being discussed. And this isn't just me speculating here.

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<v Speaker 2>It has been extensively studied, and the same effect that

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<v Speaker 2>makes wigi boards seem to work is what makes facilitated

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<v Speaker 2>communication seem to work, the idio motor effect. Also, this

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<v Speaker 2>citation that you see now is to an excellent paper

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<v Speaker 2>written by human rights experts and a former practitioner of

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<v Speaker 2>facilitated communication. It is incredibly thorough and consequently is my

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<v Speaker 2>main source on facilitated communication. I'm not going to leave

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<v Speaker 2>the citation on screen the whole time, so from here

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<v Speaker 2>on out you can just assume that any scientific claims

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<v Speaker 2>I make use this paper as a source unless I

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<v Speaker 2>list a different one. I actually highly recommend reading through

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<v Speaker 2>this paper for yourself, though unfortunately it is behind a paywall,

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<v Speaker 2>and I'm not allowed to recommend using si hub to

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<v Speaker 2>bypass the paywall, so I guess you'll have to pay

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<v Speaker 2>for the article if you want to read it. Anyway,

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<v Speaker 2>the idio motor effect is a phenomenon where our bodies

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<v Speaker 2>can subconsciously move in response to a mental stimulus. An

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<v Speaker 2>easy demonstration is a pendulum being held over two cards,

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<v Speaker 2>one saying yes and one saying no. As the person

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<v Speaker 2>holding the pendulum yes no questions with instructions to not

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<v Speaker 2>move the pendulum, and you'll find that the pendulum will

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<v Speaker 2>still move to the appropriate answers. This phenomenon has been

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<v Speaker 2>well documented since the mid eighteen hundreds. Without being conscious

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<v Speaker 2>of it themselves, the facilitators guide their clients toward the

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<v Speaker 2>letters that they are expecting to see. That doesn't happen

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<v Speaker 2>unless the facilitator is holding the letter board or touching

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<v Speaker 2>their client's arm. This also accounts for the fact that many,

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<v Speaker 2>I'd even argue most facilitators are well meaning people who

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<v Speaker 2>legitimately think that they are helping their clients. But it's

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<v Speaker 2>not just the idiomotor effect. It combines with the Barnum

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<v Speaker 2>effect and confirmation bias to convince even the practitioners that

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<v Speaker 2>facilitated communication works. Incorrect letters will be ignored. Generic Pablum

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<v Speaker 2>statements are interpreted as being deep and meaningful thoughts of

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<v Speaker 2>their clients. I'm going to play a two minute clip

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<v Speaker 2>from the Speller's documentary showing a facilitated communication session. And

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<v Speaker 2>I want you to watch to see how the facilitator

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<v Speaker 2>is guiding the session toward what she is expecting, rather

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<v Speaker 2>than just letting him communicate for for himself, which he

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<v Speaker 2>could do if he were actually using the board to communicate.

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<v Speaker 9>Think of these new letter boards. F G, keep going,

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<v Speaker 9>g Q, keep going on R and keep going with

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<v Speaker 9>your eyes.

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<v Speaker 1>I see you.

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<v Speaker 5>Have to move around, g r E what makes sense?

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<v Speaker 5>What makes sense? G r E.

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<v Speaker 9>Keep your eyes ready with me.

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<v Speaker 4>G r E.

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<v Speaker 9>Uh huh a g r E A great great oh and.

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<v Speaker 8>Make it sense.

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<v Speaker 10>I am look for it, look look look f and.

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<v Speaker 9>Great life, great life.

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<v Speaker 10>What I am, look for it, look for it, look

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<v Speaker 10>for it, look for I.

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<v Speaker 9>Own to much to keep going well not great life.

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<v Speaker 11>I started, I started, I do I have that I

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<v Speaker 11>keep going.

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<v Speaker 9>Is Great life.

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<v Speaker 4>Is g.

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<v Speaker 3>G started g G and keep going. Make it makes

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<v Speaker 3>sense g GJ doesn't make sense to g mm hmm.

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<v Speaker 9>Great life is.

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<v Speaker 10>Wow, you've got that fundy.

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<v Speaker 9>Trust yourself.

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<v Speaker 11>I love that great life is. Look at me for

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<v Speaker 11>a second. You put your eyeing here.

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<v Speaker 4>Thank you.

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<v Speaker 9>Great life is now. Look at the board. Go oh

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<v Speaker 9>A keep going A and sleach and keep going, keep

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<v Speaker 9>going E.

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<v Speaker 5>And move your eyes. Get that A and move your eyes,

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<v Speaker 5>move your eyes, your eyes.

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<v Speaker 9>The great life is ahead.

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<v Speaker 10>That was my question.

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<v Speaker 2>Okay, let's break this down. The first letters that he

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<v Speaker 2>selected are g q R E K. The facilitator then

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<v Speaker 2>does what is known as a board reset. When the

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<v Speaker 2>client is determined to have lost focus. They will lift

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<v Speaker 2>the board away before bringing it back, sometimes discarding what

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<v Speaker 2>came before, sometimes keeping it.

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<v Speaker 9>You get these new letter hords.

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<v Speaker 1>So far.

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<v Speaker 10>G keep going, g q.

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<v Speaker 5>R and keep going with your eyes.

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<v Speaker 9>Around g r E what makes sense?

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<v Speaker 11>What makes sense?

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<v Speaker 4>G r E.

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<v Speaker 9>Keep your eyes ready with me.

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<v Speaker 2>Following the board reset, the facilitator verbally states the letters

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<v Speaker 2>that have been kept out of g q R E K.

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<v Speaker 2>She kept g R E, g r E. The client

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<v Speaker 2>then gets one more letter before she physically takes the

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<v Speaker 2>pencil that he is using to poke at the board

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<v Speaker 2>away from him in order to use it herself to

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<v Speaker 2>write down g R E A uh.

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<v Speaker 5>Huh A g R.

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<v Speaker 2>In the next segment, he seems to get all the

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<v Speaker 2>letters right on the first try, but you can hear

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<v Speaker 2>her verbally prompting him throughout and after the E in life.

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<v Speaker 2>She performs another board reset.

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<v Speaker 9>Great great, Oh, I am.

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<v Speaker 3>Look for.

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<v Speaker 9>Great life, great life?

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<v Speaker 5>What.

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<v Speaker 2>After this board reset, the client selects io J, at

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<v Speaker 2>which point she once again physically takes his pencil away

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<v Speaker 2>in order to write down great life, and then, upon

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<v Speaker 2>bringing the board back, tells him to start at I.

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<v Speaker 10>I am look for it, look for it, look for it,

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<v Speaker 10>look for if.

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<v Speaker 2>I started I as instructed. He starts with I we

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<v Speaker 2>got I S, and then another board reset.

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<v Speaker 9>Started at starting that I keep going is great life is.

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<v Speaker 2>He then chooses G, followed by a letter that we

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<v Speaker 2>can't see from the camera angle, with her telling him

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<v Speaker 2>to start at G again, so clearly the second letter

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<v Speaker 2>wasn't a good one. When we can see the board again,

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<v Speaker 2>we see him choose G JGS, resulting in her once

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<v Speaker 2>again taking his pencil away so that she can write

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<v Speaker 2>great life is G.

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<v Speaker 4>G started G G.

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<v Speaker 9>And keep going.

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<v Speaker 3>Make it makes sense G GJ doesn't make sense of

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<v Speaker 3>G mm hm.

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<v Speaker 9>Great life is.

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<v Speaker 2>Upon returning the pencil, he seems ready to select another letter,

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00:20:44.319 --> 00:20:46.720
<v Speaker 2>but she interrupts that selection by holding the board up

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<v Speaker 2>and telling him to look at her.

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<v Speaker 9>Trust yourself. I love that great life is look at

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<v Speaker 9>me for a second. You pturize it here, thank you.

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<v Speaker 2>When when the board is brought back, he seems to

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<v Speaker 2>spell ahead without error, at which point she somehow knows

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<v Speaker 2>without consulting him, that his message is now finished, ending

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<v Speaker 2>that session.

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<v Speaker 11>A life is at the board to go oh a

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<v Speaker 11>A and and guy M with your eyes A M

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<v Speaker 11>your eyes.

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<v Speaker 9>The great life is ahead was my question.

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<v Speaker 2>I have a lot of questions about this. Why did

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<v Speaker 2>she ignore the letters that she did. Why did she

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<v Speaker 2>keep interrupting him. Why was she using the same pencil

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<v Speaker 2>as him to write the sentence and not using her

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<v Speaker 2>own pencil. Why did she choose to perform board resets

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<v Speaker 2>when she did. Why were so many verbal cues necessary

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<v Speaker 2>if he could spell? Why did she need to keep

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<v Speaker 2>reminding him to make it make sense? Why did she

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<v Speaker 2>choose to end it where she did. He didn't do

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<v Speaker 2>anything to communicate that it was finished. If it were

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<v Speaker 2>coming from him, he may have had more to say.

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<v Speaker 2>All of these are factors that, whether consciously or not,

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<v Speaker 2>result in the facilitator being the person choosing the message

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<v Speaker 2>that is. That's probably the best example in the movie

428
00:22:01.799 --> 00:22:04.359
<v Speaker 2>of all the ways that facilitators can influence the messages

429
00:22:04.400 --> 00:22:06.960
<v Speaker 2>that they receive. But there's another example that makes it

430
00:22:07.079 --> 00:22:10.240
<v Speaker 2>quite clear that the client is not the one communicating. Now,

431
00:22:10.440 --> 00:22:12.079
<v Speaker 2>this example starts while we're in the midst of a

432
00:22:12.160 --> 00:22:14.960
<v Speaker 2>voiceover from this person's parent, and it is quite telling.

433
00:22:15.039 --> 00:22:17.079
<v Speaker 2>So I'm going to keep the beginning part in and

434
00:22:17.079 --> 00:22:19.319
<v Speaker 2>show you the example of him using the board after.

435
00:22:19.359 --> 00:22:22.079
<v Speaker 7>Absence of evidence is not evidence of absence, right, Just

436
00:22:22.119 --> 00:22:24.599
<v Speaker 7>the absence of science doesn't mean that it's not true.

437
00:22:24.799 --> 00:22:27.119
<v Speaker 7>So you know, we might have to wait until the

438
00:22:27.319 --> 00:22:30.359
<v Speaker 7>science comes out. When a child is communicating, you don't

439
00:22:30.400 --> 00:22:33.480
<v Speaker 7>need the science. So you know, this is one of

440
00:22:33.519 --> 00:22:36.119
<v Speaker 7>the cases where everybody keeps saying science, science is stupid

441
00:22:36.160 --> 00:22:38.000
<v Speaker 7>to wait for who I don't want the science. I

442
00:22:38.000 --> 00:22:39.720
<v Speaker 7>want sick to talk. I don't care. I'm a scientist.

443
00:22:39.720 --> 00:22:41.839
<v Speaker 7>I don't care about the science. I know that Sid

444
00:22:41.960 --> 00:22:44.799
<v Speaker 7>is talking, and like SID says, if you don't believe it,

445
00:22:44.839 --> 00:22:45.519
<v Speaker 7>go get a life.

446
00:22:48.759 --> 00:22:51.160
<v Speaker 2>So in that example, as his mother is talking about

447
00:22:51.200 --> 00:22:53.440
<v Speaker 2>how she knows it's him talking and that she doesn't

448
00:22:53.519 --> 00:22:56.319
<v Speaker 2>need science to prove it, she just knows it, we

449
00:22:56.319 --> 00:22:59.160
<v Speaker 2>can see him selecting letters while not even looking at

450
00:22:59.160 --> 00:23:02.079
<v Speaker 2>the board. Yeah, So, as it turns out, it's pretty

451
00:23:02.079 --> 00:23:04.319
<v Speaker 2>hard to see where someone is looking when you censor

452
00:23:04.359 --> 00:23:06.559
<v Speaker 2>their face. I guess you're either going to have to

453
00:23:06.599 --> 00:23:08.880
<v Speaker 2>take my word on that one or else. Go watch

454
00:23:08.880 --> 00:23:11.720
<v Speaker 2>it in the documercial for yourself, which I don't really

455
00:23:11.759 --> 00:23:14.200
<v Speaker 2>want to link to, but it is called Spellers, and

456
00:23:14.200 --> 00:23:16.079
<v Speaker 2>that clip is at about the forty three minute mark.

457
00:23:16.119 --> 00:23:19.359
<v Speaker 2>If you don't believe me, I feel bad for this woman.

458
00:23:19.640 --> 00:23:22.440
<v Speaker 2>She has a PhD in chemistry, She knows the value

459
00:23:22.440 --> 00:23:26.480
<v Speaker 2>of science, she knows how science works, and yet because

460
00:23:26.480 --> 00:23:29.039
<v Speaker 2>of her desire to communicate with her child, she has

461
00:23:29.079 --> 00:23:31.039
<v Speaker 2>to set that aside in order to believe something that

462
00:23:31.079 --> 00:23:34.359
<v Speaker 2>she desperately wants to be true. Now I get it.

463
00:23:34.480 --> 00:23:36.519
<v Speaker 2>I'm not sure that I wouldn't believe it myself were

464
00:23:36.519 --> 00:23:38.920
<v Speaker 2>I in that situation. But she's saying that we don't

465
00:23:38.960 --> 00:23:41.559
<v Speaker 2>need to wait for the science, and in that she

466
00:23:41.720 --> 00:23:44.160
<v Speaker 2>is actually correct. We don't need to wait for it

467
00:23:44.440 --> 00:23:48.039
<v Speaker 2>because it has been done, and unfortunately, it is rather

468
00:23:48.079 --> 00:23:51.759
<v Speaker 2>conclusive about the fact that facilitated communication does not work.

469
00:23:53.079 --> 00:23:55.920
<v Speaker 2>God damn, that's a long title for a study like

470
00:23:55.920 --> 00:23:58.599
<v Speaker 2>if I titled this video tricking my YouTube audience into

471
00:23:58.640 --> 00:24:00.920
<v Speaker 2>watching an extended response to the act as a facilitated

472
00:24:00.920 --> 00:24:03.240
<v Speaker 2>communication by luring them in with a cute dog pressing

473
00:24:03.240 --> 00:24:07.759
<v Speaker 2>buttons to communicate No, Piper, don't use that for the thumbnail. Now,

474
00:24:07.880 --> 00:24:10.160
<v Speaker 2>I should probably point out that later on in this

475
00:24:10.240 --> 00:24:13.519
<v Speaker 2>infomercial masquerading as a documentary, which I shall henceforward be

476
00:24:13.519 --> 00:24:16.680
<v Speaker 2>referring to as the documercial, we do see one person

477
00:24:16.720 --> 00:24:18.519
<v Speaker 2>who types on a device that is being held by

478
00:24:18.519 --> 00:24:19.960
<v Speaker 2>a stand, not by a person.

479
00:24:20.839 --> 00:24:23.519
<v Speaker 8>Should schools choose to really work with a students strong

480
00:24:23.559 --> 00:24:44.680
<v Speaker 8>suit autistics will become tomorrow's innovators and leaders. The average

481
00:24:44.720 --> 00:24:47.440
<v Speaker 8>autistic child can read and smoth by age four, but

482
00:24:47.640 --> 00:24:50.039
<v Speaker 8>can show it. Imagine the difference we can make in

483
00:24:50.079 --> 00:24:51.480
<v Speaker 8>the world if told how we learn.

484
00:24:52.279 --> 00:24:54.880
<v Speaker 2>He's still receiving lots of verbal prompts from the facilitator,

485
00:24:54.880 --> 00:24:56.519
<v Speaker 2>and there are a lot of cuts, so it is

486
00:24:56.519 --> 00:24:58.359
<v Speaker 2>conceivable that a bunch of mistakes are on the cutting

487
00:24:58.440 --> 00:25:02.559
<v Speaker 2>room floor. But here's the There are some nonverbal autistic

488
00:25:02.559 --> 00:25:06.119
<v Speaker 2>people that can spell sometimes that can be easier for them.

489
00:25:06.240 --> 00:25:08.240
<v Speaker 2>My own child, when they lose the ability to speak,

490
00:25:08.359 --> 00:25:11.079
<v Speaker 2>will sometimes communicate their needs by texting me, so I

491
00:25:11.200 --> 00:25:14.519
<v Speaker 2>have some direct experience with that. But in this documentcial,

492
00:25:14.799 --> 00:25:16.640
<v Speaker 2>not just with the guy that can type by himself.

493
00:25:16.640 --> 00:25:19.559
<v Speaker 2>But in almost every case, the main thing that these

494
00:25:19.599 --> 00:25:22.640
<v Speaker 2>people want to communicate is how awesome the company behind

495
00:25:22.640 --> 00:25:24.319
<v Speaker 2>the movie is, and how great it is that they

496
00:25:24.359 --> 00:25:26.880
<v Speaker 2>can use their services, and how they have the potential

497
00:25:26.880 --> 00:25:29.839
<v Speaker 2>to change the world. Now, how come they never just

498
00:25:30.039 --> 00:25:32.400
<v Speaker 2>want to watch a movie or have a snack. Even

499
00:25:32.440 --> 00:25:35.440
<v Speaker 2>the deepest thinkers sometimes have just basic wants and needs

500
00:25:35.440 --> 00:25:37.880
<v Speaker 2>that they want to communicate, but they are only ever

501
00:25:37.880 --> 00:25:40.079
<v Speaker 2>shown speaking and feel good statements meant to make you

502
00:25:40.119 --> 00:25:42.880
<v Speaker 2>appreciate the work that the people behind the documentary are doing.

503
00:25:43.160 --> 00:25:45.279
<v Speaker 2>To quote a comment that I found on Autistic creator

504
00:25:45.319 --> 00:25:48.920
<v Speaker 2>London Storms video responding to this documentary quote, my sixteen

505
00:25:49.000 --> 00:25:51.599
<v Speaker 2>year old nonverbal son gets my phone and types out

506
00:25:51.640 --> 00:25:54.960
<v Speaker 2>remote treats store. If he typed out some hallmark drivel,

507
00:25:55.119 --> 00:25:58.799
<v Speaker 2>I would be concerned And really this highlights the fact

508
00:25:58.799 --> 00:26:03.200
<v Speaker 2>that autism's sectrum disorder is, as the word spectrum suggests,

509
00:26:03.480 --> 00:26:06.440
<v Speaker 2>a spectrum. Because it's a spectrum, there is bound to

510
00:26:06.480 --> 00:26:09.400
<v Speaker 2>be some overlap where some people who are nonverbal are

511
00:26:09.440 --> 00:26:12.640
<v Speaker 2>capable of spelling, but some being capable does not mean

512
00:26:12.680 --> 00:26:16.160
<v Speaker 2>that all are capable. Research into cognition in verbal nonverbal

513
00:26:16.200 --> 00:26:19.279
<v Speaker 2>and minimally verbal autistic people. Has shown that the impairment

514
00:26:19.359 --> 00:26:22.480
<v Speaker 2>in nonverbal autism is not just in language and that

515
00:26:22.559 --> 00:26:26.039
<v Speaker 2>it cannot be compensated for by nonverbal cognition. So when

516
00:26:26.119 --> 00:26:28.839
<v Speaker 2>this documercial says that speech is one hundred percent motor

517
00:26:28.880 --> 00:26:31.759
<v Speaker 2>and language is one hundred percent cognitive, they are essentially

518
00:26:31.799 --> 00:26:35.559
<v Speaker 2>saying that within every autistic person is a neurotypical person

519
00:26:35.599 --> 00:26:37.160
<v Speaker 2>who just has problems with movement.

520
00:26:37.519 --> 00:26:41.839
<v Speaker 10>Speech is one hundred percent motor, language is one hundred

521
00:26:41.839 --> 00:26:44.519
<v Speaker 10>percent cognitive. And you can tell they're in two different

522
00:26:44.559 --> 00:26:47.880
<v Speaker 10>areas that bring speeches that here, language is down here.

523
00:26:48.240 --> 00:26:51.160
<v Speaker 9>So just because the motor.

524
00:26:50.880 --> 00:26:53.079
<v Speaker 3>And the speech is affected does not mean the language

525
00:26:53.079 --> 00:26:53.599
<v Speaker 3>is affected.

526
00:26:53.960 --> 00:26:57.480
<v Speaker 2>They constantly use the language of acceptance to whitewash the

527
00:26:57.519 --> 00:26:59.680
<v Speaker 2>fact that they are trying to impose the idea of

528
00:26:59.720 --> 00:27:03.279
<v Speaker 2>what normal should be onto autistic people who are incapable

529
00:27:03.319 --> 00:27:07.000
<v Speaker 2>of communicating for themselves. But it gets worse. You see

530
00:27:07.160 --> 00:27:08.759
<v Speaker 2>what I just said about them not being able to

531
00:27:08.799 --> 00:27:12.799
<v Speaker 2>communicate for themselves is not entirely accurate. In this documentcial,

532
00:27:12.839 --> 00:27:16.359
<v Speaker 2>there are multiple examples of one of the facilitators physically

533
00:27:16.400 --> 00:27:18.960
<v Speaker 2>stopping an autistic person from getting up and leaving, you

534
00:27:19.039 --> 00:27:19.279
<v Speaker 2>know my.

535
00:27:20.440 --> 00:27:23.519
<v Speaker 10>In a second, finish the sentence H, finish the sentence

536
00:27:24.319 --> 00:27:26.440
<v Speaker 10>A stay here, and don't.

537
00:27:26.720 --> 00:27:29.640
<v Speaker 5>Finish the word the word J A N.

538
00:27:31.160 --> 00:27:31.200
<v Speaker 3>N.

539
00:27:35.640 --> 00:27:38.680
<v Speaker 2>I would argue that that was them communicating for themselves.

540
00:27:39.039 --> 00:27:41.359
<v Speaker 2>I do not want to do this, I don't want

541
00:27:41.400 --> 00:27:43.759
<v Speaker 2>to be here. I am getting up and leaving. But

542
00:27:43.839 --> 00:27:46.200
<v Speaker 2>they are then forced to sit back down and finish

543
00:27:46.279 --> 00:27:48.799
<v Speaker 2>whatever sentence was being prompted out of them. The clip

544
00:27:48.799 --> 00:27:51.000
<v Speaker 2>I'm about to play is hard to watch. There is

545
00:27:51.039 --> 00:27:54.279
<v Speaker 2>a semi verbal autistic girl doing the spelling, and while crying,

546
00:27:54.440 --> 00:27:58.200
<v Speaker 2>she communicates very clearly that she is sad, physically hits

547
00:27:58.240 --> 00:28:00.960
<v Speaker 2>the letter board and asks for her mother. I'm about

548
00:28:01.000 --> 00:28:02.960
<v Speaker 2>to start playing it. It's thirty seconds long if you

549
00:28:02.960 --> 00:28:07.039
<v Speaker 2>want to skip ahead, so just skip ahead now.

550
00:28:08.599 --> 00:28:09.599
<v Speaker 5>I see.

551
00:28:11.200 --> 00:28:14.039
<v Speaker 7>It and.

552
00:28:18.279 --> 00:28:24.240
<v Speaker 11>Around age twenty two, I finished public school and missed

553
00:28:24.279 --> 00:28:25.799
<v Speaker 11>out on real good contact.

554
00:28:28.359 --> 00:28:33.400
<v Speaker 9>Yeah, I'm going to guess some of your emotions right

555
00:28:33.440 --> 00:28:34.359
<v Speaker 9>now are because I'm.

556
00:28:34.240 --> 00:28:35.079
<v Speaker 11>Not experienced too.

557
00:28:36.039 --> 00:28:39.119
<v Speaker 2>What I saw there was an autistic person using physical

558
00:28:39.200 --> 00:28:42.359
<v Speaker 2>actions as well as some words to communicate that she

559
00:28:42.640 --> 00:28:46.440
<v Speaker 2>doesn't want to do that anymore. She wants her mother.

560
00:28:46.920 --> 00:28:50.599
<v Speaker 2>The facilitator ignores what is being communicated to continue on

561
00:28:50.799 --> 00:28:53.119
<v Speaker 2>with making her finish the message that we know from

562
00:28:53.240 --> 00:28:57.079
<v Speaker 2>decades of research is not actually coming from her. These

563
00:28:57.160 --> 00:29:00.440
<v Speaker 2>people who are passionate advocates for allowing on to people

564
00:29:00.440 --> 00:29:04.720
<v Speaker 2>to communicate for themselves are ignoring the actual communication in

565
00:29:04.759 --> 00:29:08.039
<v Speaker 2>favor of forcing them to write sentences that would be

566
00:29:08.039 --> 00:29:10.920
<v Speaker 2>expected of a neurotypical person, as though they believe there's

567
00:29:10.960 --> 00:29:14.039
<v Speaker 2>a neurotypical brain trapped inside an autistic body. And the

568
00:29:14.079 --> 00:29:16.759
<v Speaker 2>worst part is that this isn't even the worst part.

569
00:29:17.480 --> 00:29:19.319
<v Speaker 2>Remember a little while ago when I brought off the

570
00:29:19.319 --> 00:29:22.480
<v Speaker 2>fact that several nonverbal autistic people have graduated from college

571
00:29:22.519 --> 00:29:24.920
<v Speaker 2>given talks at the un written books and stuff like that.

572
00:29:25.240 --> 00:29:27.519
<v Speaker 2>I'm sure that if you ask the facilitators that enabled that,

573
00:29:27.799 --> 00:29:29.559
<v Speaker 2>they would tell you that they are happy to have

574
00:29:29.559 --> 00:29:31.440
<v Speaker 2>allowed a person to communicate with the world in a

575
00:29:31.480 --> 00:29:34.559
<v Speaker 2>way that has enriched their lives. But has it? What

576
00:29:34.640 --> 00:29:36.440
<v Speaker 2>if the person who gave the keynote address to the

577
00:29:36.519 --> 00:29:40.039
<v Speaker 2>un didn't actually want to be there? Is forcing them

578
00:29:40.039 --> 00:29:42.240
<v Speaker 2>in front of an audience that they don't necessarily want.

579
00:29:42.599 --> 00:29:45.519
<v Speaker 2>Enriching their life is having them sit down and poke

580
00:29:45.559 --> 00:29:47.519
<v Speaker 2>at letters long enough to get an entire books worth

581
00:29:47.559 --> 00:29:50.200
<v Speaker 2>of writing done something that they actually wanted to do.

582
00:29:50.279 --> 00:29:52.119
<v Speaker 2>When it turns out it was the facilitator writing the

583
00:29:52.119 --> 00:29:54.920
<v Speaker 2>book the whole time. In advocating for giving these people

584
00:29:54.920 --> 00:29:58.440
<v Speaker 2>a voice, they are functionally taking their voices away. But

585
00:29:58.519 --> 00:30:00.880
<v Speaker 2>these examples aren't the only man major life choices that

586
00:30:00.920 --> 00:30:04.119
<v Speaker 2>are being inadvertently made by facilitators on their behalf. Former

587
00:30:04.160 --> 00:30:07.880
<v Speaker 2>professor of philosophy at Rutgers University Annas Doublefield was convicted

588
00:30:07.880 --> 00:30:10.440
<v Speaker 2>in twenty fifteen of raping a thirty three year old

589
00:30:10.440 --> 00:30:13.519
<v Speaker 2>man with cerebral palsy. She had become convinced through her

590
00:30:13.640 --> 00:30:16.720
<v Speaker 2>use of facilitated communication with him that they were in love.

591
00:30:17.079 --> 00:30:20.480
<v Speaker 2>Because of facilitated communication, several caregivers have been accused of

592
00:30:20.559 --> 00:30:24.440
<v Speaker 2>sexual abuse. Former facilitator and now vocal critic of facilitated communication,

593
00:30:24.519 --> 00:30:26.960
<v Speaker 2>Janis Boyton told the story of how she wound up

594
00:30:27.000 --> 00:30:30.279
<v Speaker 2>accusing of client's parents of having sexually abused their child, Betsy.

595
00:30:30.599 --> 00:30:33.799
<v Speaker 2>She convinced the police that she was actually communicating with Betsy,

596
00:30:34.000 --> 00:30:36.559
<v Speaker 2>which resulted in her removal from her parents along with

597
00:30:36.599 --> 00:30:39.880
<v Speaker 2>her brother. Their parents had charges filed against them as

598
00:30:39.880 --> 00:30:42.000
<v Speaker 2>part of the evidence gathering stage of the trial. An

599
00:30:42.000 --> 00:30:44.680
<v Speaker 2>expert in autism and Communication was brought in and set

600
00:30:44.720 --> 00:30:46.920
<v Speaker 2>up a double blind experiment to determine if Betsy was

601
00:30:47.000 --> 00:30:49.960
<v Speaker 2>actually communicating. The experiment he set up began with showing

602
00:30:50.000 --> 00:30:52.920
<v Speaker 2>Betsy and Janis the same image, then asking Betsy what

603
00:30:52.960 --> 00:30:56.799
<v Speaker 2>it was. Every time Betsy answered correctly, they progressed to

604
00:30:56.920 --> 00:30:59.839
<v Speaker 2>showing Betsy and Janis two different images without allowing them

605
00:30:59.839 --> 00:31:02.200
<v Speaker 2>to see what the other person saw, while maintaining that

606
00:31:02.200 --> 00:31:04.759
<v Speaker 2>they were still the same image. When Betsy was asked

607
00:31:04.759 --> 00:31:08.319
<v Speaker 2>what she saw, she invariably answered by naming what Janis saw.

608
00:31:08.519 --> 00:31:10.920
<v Speaker 2>This was enough to shake Janis out of the delusion

609
00:31:10.920 --> 00:31:13.880
<v Speaker 2>that she was actually talking to her clients. Janis explained

610
00:31:13.920 --> 00:31:16.640
<v Speaker 2>that it all started when Betsy became violent in her sessions.

611
00:31:16.799 --> 00:31:20.519
<v Speaker 2>She began punching and scratching Janis. Clearly Betsy was upset

612
00:31:20.519 --> 00:31:24.119
<v Speaker 2>about something, so Janis used facilitated communication to figure it out,

613
00:31:24.440 --> 00:31:26.880
<v Speaker 2>and that's where the stories of sexual abuse came from.

614
00:31:27.039 --> 00:31:30.519
<v Speaker 2>To quote Janis telling the story for herself. Quote, looking back,

615
00:31:30.640 --> 00:31:33.240
<v Speaker 2>I understand that these punches and later scratches were the

616
00:31:33.319 --> 00:31:36.599
<v Speaker 2>clearest communication I had ever received from her. I do

617
00:31:36.680 --> 00:31:39.000
<v Speaker 2>not know what her thoughts were exactly, but at the

618
00:31:39.119 --> 00:31:42.640
<v Speaker 2>very least, she signaled me in nonverbal, brutally clear ways

619
00:31:42.839 --> 00:31:46.440
<v Speaker 2>to stop stop touching her hand, stop sitting so close

620
00:31:46.599 --> 00:31:49.880
<v Speaker 2>I do not know, just stop. Instead of listening to her,

621
00:31:50.160 --> 00:31:53.880
<v Speaker 2>I persisted with the facilitation. We've already seen the kind

622
00:31:53.920 --> 00:31:56.079
<v Speaker 2>of thing that can lead to these sorts of allegations.

623
00:31:56.119 --> 00:31:58.799
<v Speaker 2>In the documentcial that I've been clipping, a girl saying

624
00:31:58.799 --> 00:32:01.480
<v Speaker 2>that she's sad, punching the letter board and asking for

625
00:32:01.519 --> 00:32:05.160
<v Speaker 2>her mother while being ignored by the facilitator. In the

626
00:32:05.240 --> 00:32:07.519
<v Speaker 2>darkest example of what this can lead to, a mother

627
00:32:07.640 --> 00:32:11.119
<v Speaker 2>became convinced through facilitated communication that her child had been

628
00:32:11.119 --> 00:32:14.039
<v Speaker 2>sexually abused by his father and wanted to die. As

629
00:32:14.039 --> 00:32:16.640
<v Speaker 2>a result, she took him to a hotel room and

630
00:32:16.680 --> 00:32:19.480
<v Speaker 2>gave him a lethal dose of medication. She was later

631
00:32:19.519 --> 00:32:24.680
<v Speaker 2>convicted of manslaughter. Proponents of facilitated communication will often attack

632
00:32:24.680 --> 00:32:27.039
<v Speaker 2>its critics as being people who want to silence the

633
00:32:27.119 --> 00:32:30.240
<v Speaker 2>voices of those with disabilities. I hope that I've managed

634
00:32:30.240 --> 00:32:33.240
<v Speaker 2>to communicate throughout this video that that is not my intent.

635
00:32:33.720 --> 00:32:37.000
<v Speaker 2>But the issue with facilitated communication is that it actively

636
00:32:37.079 --> 00:32:41.240
<v Speaker 2>silences their voices by replacing the actual communication they engage

637
00:32:41.279 --> 00:32:44.319
<v Speaker 2>in with whatever the facilitator thinks they want to communicate,

638
00:32:44.599 --> 00:32:47.400
<v Speaker 2>and then presenting the faux communication to the world as

639
00:32:47.440 --> 00:32:50.960
<v Speaker 2>being the authentic voice of the nonverbal person. It may

640
00:32:51.000 --> 00:32:53.359
<v Speaker 2>be difficult to figure out what a nonverbal person wants

641
00:32:53.400 --> 00:32:56.799
<v Speaker 2>to communicate, but replacing their attempts at communication with your

642
00:32:56.920 --> 00:33:01.039
<v Speaker 2>imposed guesses is not amplifying their voice. It is doing

643
00:33:01.039 --> 00:33:03.920
<v Speaker 2>the opposite. I started this video with the button pushing

644
00:33:03.960 --> 00:33:06.720
<v Speaker 2>dogs because I know that people who believe in facilitated

645
00:33:06.759 --> 00:33:10.519
<v Speaker 2>communication are likely not willing to consider any criticism. We've

646
00:33:10.599 --> 00:33:13.119
<v Speaker 2>seen a scientist say point blank that she doesn't care

647
00:33:13.160 --> 00:33:15.200
<v Speaker 2>about the science here. She just knows that her kid

648
00:33:15.240 --> 00:33:17.599
<v Speaker 2>is talking to her. Listing a bunch of studies that

649
00:33:17.640 --> 00:33:19.839
<v Speaker 2>say it doesn't work is not going to convince anyone.

650
00:33:20.359 --> 00:33:22.920
<v Speaker 2>So my hope was to bring up something similar but

651
00:33:23.039 --> 00:33:25.720
<v Speaker 2>low stakes. Yeah, it would be neat if our dogs

652
00:33:25.720 --> 00:33:28.039
<v Speaker 2>could talk to us, but the expectation that people have

653
00:33:28.079 --> 00:33:30.400
<v Speaker 2>when they adopt a dog is that it won't. So

654
00:33:30.440 --> 00:33:33.119
<v Speaker 2>when it communicates through the normal dog methods of barking

655
00:33:33.160 --> 00:33:36.160
<v Speaker 2>in body language, it's fine because that was the expectation.

656
00:33:36.640 --> 00:33:39.039
<v Speaker 2>But when you have a baby, in the vast majority

657
00:33:39.039 --> 00:33:41.200
<v Speaker 2>of cases, you are expecting to have a child that

658
00:33:41.240 --> 00:33:43.000
<v Speaker 2>will develop at about the same pace as the other

659
00:33:43.079 --> 00:33:45.640
<v Speaker 2>kids and will be able to one day live independently.

660
00:33:45.839 --> 00:33:48.000
<v Speaker 2>To learn that your child will need full time care

661
00:33:48.039 --> 00:33:50.559
<v Speaker 2>for their entire life and won't be able to speak

662
00:33:50.920 --> 00:33:53.720
<v Speaker 2>is incredibly difficult. I'm not saying that they love their

663
00:33:53.759 --> 00:33:56.240
<v Speaker 2>children less than if they had been neurotypical, but it

664
00:33:56.319 --> 00:33:58.119
<v Speaker 2>is kind of a taboo when you have a kid

665
00:33:58.119 --> 00:34:01.599
<v Speaker 2>with disabilities to talk about how it is in fact hard.

666
00:34:02.039 --> 00:34:05.640
<v Speaker 2>It takes a toll on the parents, and facilitated communication

667
00:34:06.039 --> 00:34:09.039
<v Speaker 2>promises to relieve some of that pressure, but its promises

668
00:34:09.039 --> 00:34:13.000
<v Speaker 2>are empty. I understand why people believe it. If you've

669
00:34:13.000 --> 00:34:16.519
<v Speaker 2>got a nonverbal disabled person in your life, facilitated communication

670
00:34:16.760 --> 00:34:21.320
<v Speaker 2>is offering you hope. I am offering you nothing, but

671
00:34:21.480 --> 00:34:24.400
<v Speaker 2>I would argue that nothing based in truth is better

672
00:34:24.440 --> 00:34:30.119
<v Speaker 2>than hope based on lies. Thanks for watching, Because this

673
00:34:30.159 --> 00:34:31.920
<v Speaker 2>is a bit of a heavy topic. I'm not doing

674
00:34:31.920 --> 00:34:34.199
<v Speaker 2>a comment of the day or a silly patron comparison,

675
00:34:34.599 --> 00:34:36.760
<v Speaker 2>but if you watch this video through and got something

676
00:34:36.760 --> 00:34:39.639
<v Speaker 2>out of it and consider subscribing. If this is your

677
00:34:39.679 --> 00:34:41.960
<v Speaker 2>first video of mine, maybe hold off on the Patreon thing.

678
00:34:42.280 --> 00:34:44.480
<v Speaker 2>This isn't my usual affair, So watch a couple others

679
00:34:44.480 --> 00:34:47.599
<v Speaker 2>before deciding on that, But thank you for watching this one.

680
00:34:47.719 --> 00:34:49.000
<v Speaker 2>Hopefully i'll see you next time.

681
00:35:00.079 --> 00:35:00.119
<v Speaker 6>No