Q&A

Q1: Does the CRAFT model overestimate the abilities of minimally verbal autistic people?

The pragmatic expectations and support of CRAFT model for minimally verbal autistic students gradually enable them to show the abilities which were unseen before. The substantial improvement in their emotions and behaviors actually reflects the past underestimation of their potential.

Q2: Can all autistic students benefit from CRAFT?

All people need communication, relationship and adaptability, and can benefit from the enrichment and enhancement of these elements. The CRAFT model believes that caring for these needs of minimally verbal autistic students is the foundation of improving their emotions, behaviors and skills.

Q3: How can one be certain that the choice of words is the student’s genuine choice?

Communication by choosing provided texts can start with and be confirmed by factual content. Adults should avoid physical or intentional interference during the process. Students’ coherent ideas can be verified in series of consistent responses.

Q4: Wouldn’t it be easier to learn speaking and/or writing?

The motor planning and execution for typing are more direct than those for speaking and writing, and there have been increasing successful cases. Additional learning of input methods apart from writing can also help students benefit from the convenience of operating electronic devices.

Q5: Are Chinese input methods other than Jyutping viable?

There are cases of autistic students using different input methods to communicate. However, the Jyutping Romanization Scheme of the Linguistic Society of Hong Kong has its advantages. It is at present often the input method to be mastered easily and used effectively among minimally verbal autistic Hong Chi students.

Q6: How to teach a student who knows how to type but not how to respond to questions?

Minimally verbal autistic students have numerous movement difficulties that increase their inertia-driven behaviors, including repeated speaking, writing, or typing in response to questions. In coaching and positive relationship building, students are more motivated to gradually reduce inertia and learn anew more conscious and effective responses on a step-by-step basis.

Q7: How should one interpret the IQ and autism assessment results of minimally verbal autistic people who can type and communicate?

The mainstream modes of verbal communication and social interaction are not the only ways to demonstrate competence; nor are standardized assessment methods the only criteria for understanding the potential of minimally verbal autistic people.

Q8: How long did the training take for the results shown?

Positive reaction and cooperation can be immediately observed when students are understood and accepted. The learning motivation generated is constantly increasing when students are being supported and encouraged. The training time required for students to express themselves in words depends on the student’s initial condition and the amount of support provided.

Q9: Does CRAFT agree with the practice of providing physical support or verbally prompted cues to help communication?

Colleagues of Hong Chi Association are aware of the debate of physical assistance for minimally verbal autistic people around the world, and the rapid development of related researches and communities. Nevertheless, the cases mentioned in this website communicated without physical assistance. The CRAFT model emphasizes helping students to develop their motivation and ability to express themselves autonomously. Students’ ultimate independence in expressing their thoughts is the most important achievement in affirming their abilities.