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Evidence-Based Communication Assessment and Intervention Volume 8, 2014 - Issue 1
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Treatment

The only study investigating the rapid prompting method has serious methodological flaws but data suggest the most likely outcome is prompt dependency

Russell LangClinic for Autism Research Evaluation and Support, Texas State University, San Marcos, TX, USACorrespondence[email protected]
,
Amy Harbison TostanoskiVanderbilt University, Nashville, TN, USA
,
Jason TraversUniversity of Kansas, Department of Special Education, Lawrence, KS, USA
&
James ToddEastern Michigan University, Ypsilanti, MI, USA
Pages 40-48 | Published online: 06 Oct 2014

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Read on this site (2)

Bronwyn Hemsley$suffix/text()$suffix/text(). (2016) Evidence does not support the use of Rapid Prompting Method (RPM) as an intervention for students with autism spectrum disorder and further primary research is not justified. Evidence-Based Communication Assessment and Intervention 10:3-4, pages 122-130.
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Kimberly Wombles. (2014) Some fads never die—they only hide behind other names: Facilitated Communication is not and never will be Augmentative and Alternative Communication. Evidence-Based Communication Assessment and Intervention 8:4, pages 181-186.
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Articles from other publishers (11)

Jörgen Frostlund & Pia M Nordgren. (2022) Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities. Journal of Interactional Research in Communication Disorders 14:1.
Crossref
Veronica P. Fleury & Talya Kemper. (2022) An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices. Focus on Autism and Other Developmental Disabilities 37:3, pages 189-198.
Crossref
Katharine P. Beals. 2022. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum 233 274 .
Bojana Arsić, Ana Lukić & Anja Gajić. (2022) The presence of teaching barriers in children with autism spectrum disorders. Norma 27:2, pages 141-155.
Crossref
James T. Todd. 2021. Encyclopedia of Autism Spectrum Disorders. Encyclopedia of Autism Spectrum Disorders 3830 3837 .
Jessica F. Scherr, Elizabeth M. Kryszak & James A. Mulick. 2019. Pseudoscience in Child and Adolescent Psychotherapy. Pseudoscience in Child and Adolescent Psychotherapy 28 49 .
Victoria F. Knight, Heartley B. Huber, Emily M. Kuntz, Erik W. Carter & A. Pablo Juarez. (2018) Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability. Focus on Autism and Other Developmental Disabilities 34:1, pages 3-14.
Crossref
Stuart Vyse, Bronwyn Hemsley, Russell Lang, Scott O. Lilienfeld, Mark P. Mostert, Henry D. SchlingerJr.Jr., Howard C. Shane, Mark Sherry & James T. Todd. (2019) Whose words are these? Statements derived from Facilitated Communication and Rapid Prompting Method undermine the credibility of Jaswal & Akhtar's social motivation hypotheses. Behavioral and Brain Sciences 42.
Crossref
Sofie Boldsen. (2018) Toward a Phenomenological Account of Embodied Subjectivity in Autism. Culture, Medicine, and Psychiatry 42:4, pages 893-913.
Crossref
James T. Todd. 2020. Encyclopedia of Autism Spectrum Disorders. Encyclopedia of Autism Spectrum Disorders 1 8 .
Jason C. Travers, Kevin Ayers, Richard L. Simpson & Stephen Crutchfield. 2016. Early Intervention for Young Children with Autism Spectrum Disorder. Early Intervention for Young Children with Autism Spectrum Disorder 257 293 .

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