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. 
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Video version available at <a href="https://youtu.be/nldpkNllFDE" target="_blank" rel="ugc noopener noreferrer">https://youtu.be/nldpkNllFDE</a>
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

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