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Evidence-Based Communication Assessment and Intervention Volume 10, 2016 - Issue 3-4
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Review-Treatment

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

Bronwyn Hemsley (Commentary author)Faculty of Education and Arts, The University of Newcastle, Newcastle, AustraliaCorrespondence[email protected]
Pages 122-130 | Published online: 11 Dec 2016

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Jeff Sigafoos. (2020) Commentary on “Peer-mediated Early Start Denver Model ‘playdates’ for a young child with autism spectrum disorder: a case study” (van Noorden, Waddington, van der Meer & Tupou, 2020). Research and Practice in Intellectual and Developmental Disabilities 7:2, pages 173-178.
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Articles from other publishers (5)

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.
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Gretchen Scheibel, Thomas L. Zane & Kathleen N. Zimmerman. (2022) An Economic Evaluation of Emerging and Ineffective Interventions: Examining the Role of Cost When Translating Research into Practice. Exceptional Children 88:3, pages 245-262.
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Shawn P. Gilroy, Jodie A. Waits & Brent A. Kaplan. (2022) Applications of operant demand to treatment selection I: Characterizing demand for evidence‐based practices. Journal of the Experimental Analysis of Behavior 117:1, pages 20-35.
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Ralf W. Schlosser, Bronwyn Hemsley, Howard Shane, James Todd, Russell Lang, Scott O. Lilienfeld, David Trembath, Mark Mostert, Seraphina Fong & Samuel Odom. (2019) Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence. Review Journal of Autism and Developmental Disorders 6:4, pages 403-412.
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Jessica F. Scherr, Elizabeth M. Kryszak & James A. Mulick. 2019. Pseudoscience in Child and Adolescent Psychotherapy. Pseudoscience in Child and Adolescent Psychotherapy 28 49 .

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