TARGET: TEXAS GUIDE FOR EFFECTIVE TEACHING RAPID PROMPTING METHOD RAPID PROMPTING METHOD (HALO-SOMA METHOD) CHARACTERISTICS OVERVIEW CHART Verbal Skills Nonverbal Mixed Verbal Grade Levels PK Elementary Middle/High Cognitive Level Classic High Functioning Areas Addressed  (Pre)Academic/Cognitive/Academic Adaptive Behavior/Daily Living Behavior Communication/Speech Social/Emotional BRIEF INTRODUCTION The Rapid Prompting Method (RPM) was created by the parent of a child with autism (AU) and popularized by the media. DESCRIPTION RPM is designed to teach academics and communication. Its creator reported that her method activates “the reasoning part of the brain so that the student becomes distracted by and engaged in learning” (Mukhopadhyay, 2008). RPM uses constant and frequent prompting in one-to-one sessions to initiate a student’s independent response. In addition to teaching letterchart pointing, RPM also utilizes stencils and other drawing exercises to lead to independent handwriting. Functionally, RPM may be equivalent to facilitated communication and the academic and other communicative responses may not reflect the true motives or abilities of the individual but may be a product of prompt dependency (Tostanoski, Lang, Raulston, Carnett & Davis, 2014) SUMMARY One-to-one sessions where a student receives constant verbal prompts are the basis of the RPM program, a relatively new method. Its creator anecdotally reports a positive impact on her son, for whom she developed RPM. Recent published commentary suggests that RPM is not research-based and the similarities between RPM and other dangerous and ineffective interventions suggest RPM may not be safe. Texas Statewide Leadership for Autism–Updated 12/31/2013 1 TARGET: TEXAS GUIDE FOR EFFECTIVE TEACHING RAPID PROMPTING METHOD RESEARCH TABLE Number of Studies 2 Ages (year) Sample Size Area(s) Addressed Outcome 8–14 9 Communicative speech, cognitive ability mixed/inconclusive STUDIES CITED IN RESEARCH TABLE 1. Chen, G. M., Yoder, K. J., Ganzel, B. L., Goodwin, M. S., & Belmonte, M. K. (2012). Harnessing repetitive behaviours to engage attention and learning in a novel therapy for autism: An exploratory analysis. Frontiers in psychology, 3. This study examines, the "Rapid Prompting Method" (RPM). Video-recorded RPM sessions with nine autistic children ages 8–14 years who lacked functional communicative speech were coded for behaviors of interest. An analysis controlled for age indicates that exposure to the claimed therapy appears to support a decrease in repetitive behaviors and an increase in the number of multiple-choice response options without any decrease in successful responding. Direct gaze is not related to successful responding, suggesting that direct gaze might not be any advantage for this population and need not in all cases be a precondition to communication therapies. 2. Tostanoski, A., Lang, R., Raulston, T., Carnett, A. & Davis, T. (2014). Voices from the past: Comparing the rapid prompting method and facilitated communication. Developmental Neurorehabilitation, 17, 219-223. This article briefly reviews the history and damage caused by facilitated communication (FC) and highlights the parallels between FC and the Rapid Prompting Method (RPM). FC involves a therapist (or facilitator) supporting the hand of a person with autism while a message is typed on a letter board. FC is widely acknowledged to be a pseudoscientific, unsafe, and unethical treatment for people with autism. RPM is a more recent intervention for people with autism that involves the facilitator holding and moving the letter board while the individual with autism moves their own hand. Those who espouse the perceived benefits of FC and RPM make strikingly similar claims of hidden intelligence and extraordinary communication abilities in people with autism following treatment. Clients, proponents, and practitioners of RPM should demand scientific investigation of RPM. Currently RPM is not research based and may not be safe. REFERENCES Chen, G. M., Yoder, K. J., Ganzel, B. L., Goodwin, M. S., & Belmonte, M. K. (2012). Harnessing repetitive behaviours to engage attention and learning in a novel therapy for autism: An exploratory analysis. Frontiers in psychology, 3. Mukhopadhyay, S. (2008). Helping autsm through outreach and learning. Retrieved October 2, 2008, from htp://www.halo-soma.org Tostanoski, A., Lang, R., Raulston, T., Carnett, A. & Davis, T. (2014). Voices from the past: Comparing the rapid prompting method and facilitated communication. Developmental Neurorehabilitation, 17, 219-223. Texas Statewide Leadership for Autism–Updated 12/31/2013 2 TARGET: TEXAS GUIDE FOR EFFECTIVE TEACHING RAPID PROMPTING METHOD RESOURCES AND MATERIALS  RPM: http://www.halo-soma.org This link takes the user to an overview of RPM with links to frequently asked questions, videos, and other information. GENERAL RESOURCES  Autism Internet Modules (AIM) www.autisminternetmodules.org. The Autism Internet Modules were developed with one aim in mind: to make comprehensive, up-to-date, and usable information on autism accessible and applicable to educators, other professionals, and families who support individuals with autism spectrum disorders (ASD). Written by experts from across the U.S., all online modules are free, and are designed to promote understanding of, respect for, and equality of persons with ASD.  Evidence-Based Practice Briefs http://autismpdc.fpg.unc.edu/content/briefs  Indiana Resource Center for Autism (IRCA) http://www.iidc.indiana.edu/index.php? pageId=32/. The Indiana Resource Center for Autism staff’s efforts are focused on providing communities, organizations, agencies, and families with the knowledge and skills to support children and adults in typical early intervention, school, community, work, and home settings.  IRCA Articles: http://www.iidc.indiana.edu/index.php?pageId=273  Texas Statewide Leadership for Autism www.txautism.net. The Texas Statewide Leadership for Autism in conjunction with the network of Texas Education Service center with a grant from the Texas Education Agency has developed a series of free online courses in autism. Please check the training page, http://www.txautism.net/trainings, for updated lists of courses, course numbers, and registration information.  Current courses include the following:  Asperger Syndrome 101  Augmentative and Alternative Communication and the Autism Spectrum  Autism for the General Education Teacher  Autism 101: Top Ten Pieces to the Puzzle  Classroom Organization: The Power of Structure for Individuals with ASD  Communication: The Power of Communication for Individuals with ASD  Futures Planning for Students with Autism Spectrum Disorder  Navigating the Social Maze: Supports and Interventions for Individuals with ASD  Solving the Behavior Puzzle: Making Connections for Individuals with ASD  Strategies for Working with Students with Autism in the General Education Setting:  Strategy 1: Understanding Students with Autism Spectrum Disorders.  Strategy 2: Get to Know the Individual Student.  Strategy 3: Create Predictability.  Strategy 4: Develop Clear Expectations, Part 1 -- Social and Behavioral.  Strategy 5: Develop Clear Expectations, Part 2 --Academic. Texas Statewide Leadership for Autism–Updated 12/31/2013 3 TARGET: TEXAS GUIDE FOR EFFECTIVE TEACHING RAPID PROMPTING METHOD Strategy 6: Create a Positive Learning Community. Strategy 7: Promote Positive Peer Interaction. Strategy 8: Use Instructional Strategies That Promote Successful Learning. Strategy 9: Use Behavioral Strategies That Promote Success Learning. Strategy 10: Develop a Plan to Address Challenging Behavior. Strategy 11: Borrow from the Special Educator's Toolbox. Strategy 12: Respect Each Student's Dignity and Need for Autonomy School-Based Applied Behavior Analysis Programs for Students with Autism Spectrum Disorders:  Course 1: Introduction to Autism Spectrum Disorders, Evidence-Based Practices, and the Basics of Applied Behavior Analysis (45 minutes)  Course 2: Reinforcement and Extinction (1.5 hours)  Course 3: Challenging Behavior Assessment and Treatment (1 hour)  Course 4: Communication and Social Skills Training (1 hour)  Course 5: Instructional Strategies (4 hours)  Course 6: Classroom and Environmental Arrangement (1.5 hours)         Texas Statewide Leadership for Autism–Updated 12/31/2013 4