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Learners with autism require specialized education and supports to ensure acquisition and mastery of various communication skills. This is particularly true for individuals whose disability significantly impacts their language development. Without functional communication, these individuals often engage in severe behavior, have reduced self-determination, and experience diminished quality of life. Accordingly, researchers in special education and related fields have sought ways to improve the communication skills of learners with autism who need specialized language and communication interventions. Although the Picture Exchange Communication System (PECS) is well-established in the empirical literature and has helped countless individuals learn to communicate, the method known as facilitated communication (FC; which also is being called “supported typing” and “rapid prompting method”) has become increasingly popular in recent years. Few methods in special education have been as thoroughly discredited as FC and perhaps none are as dangerous. This chapter contrasts the thoroughly debunked FC and its pseudoscientific characteristics with those underpinning PECS. A brief historical account of each method is provided along with key scientific and pseudoscientific features that distinguish science from pseudoscience. Ultimately, our intent is to further clarify how FC is not an augmentative or alternative communication method and why PECS is.

The purpose of this paper is to explore the perceptions and experiences of early adopters of the technology.

Registered dietitians (RDs) (n=14) were recruited from the UK, Canada, South Africa, Australia, Mexico and Israel. Six qualitative interviews and two focus groups were conducted online using a conference calling platform. Data were recorded, transcribed and thematically analyzed.

Early adopters of nutrigenomics (NGx) were experienced, self-efficacious RDs who actively sought knowledge of NGx through communication with one another and the broader scientific community. They considered NGx an extension of current practice and believed RDs had the skills to deliver it. Perceived barriers to widening the application of NGx were linked to skepticism among the wider dietetics community. Proliferation of unregulated websites offering tests and diets was considered “pseudoscience” and detrimental to dietetics fully embracing NGx. Lack of a sustainable public health model for the delivery of NGx was also perceived to hinder progress. Results are discussed with reference to “diffusion of innovation theory.”

The views of RDs who practice NGx have not been previously studied. These data highlight requirements for future dietetic training provision and more inclusive service delivery models. Regulation of NGx services and formal recognition by professional bodies is needed to address the research/practice translation gap. Further research is required to inquire as to the views of the wider dietetics profession.

This study aims to explore the pivotal role of libraries in combating misinformation and disinformation in the contemporary information landscape, emphasizing their significance as guardians of information integrity.

Drawing on a review of literature and surveying librarian perspectives, this study examines the multifaceted strategies used by libraries to address misinformation and disinformation. It delves into the roles of librarians in distinguishing between different forms of false information, promoting information literacy and fostering community engagement.

Libraries serve as bastions of knowledge, curating diverse and reliable resources while actively combating false information through educational initiatives, technological innovations and community outreach. Librarians play a crucial role in empowering users with the skills to critically evaluate information and navigate the complexities of the digital age.

This study contributes to the scholarly discourse by highlighting the evolving role of libraries as guardians of information integrity in the face of misinformation and disinformation. It underscores the importance of libraries in promoting a more informed and resilient society, enriching public discourse with the values of truth and understanding.

Students with special needs include children with impaired attention, disruptive behavior, learning disabilities, and developmental disorders, among many other conditions. When a child has been diagnosed with such a disorder, his or her parents may seek treatment that could assist the child to be more academically and socially successful. Numerous interventions exist for the treatment of childhood disorders; however, these treatment methods differ in the types and amounts of evidence supporting their usefulness and effectiveness (Lilienfeld, 2005).