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Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence

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Abstract

This systematic review is aimed at examining the effectiveness of the rapid prompting method (RPM) for enhancing motor, speech, language, and communication and for decreasing problem behaviors in individuals with autism spectrum disorder (ASD). A multi-faceted search strategy was carried out. A range of participant and study variables and risk and bias indicators were identified for data extraction. RPM had to be evaluated as an intervention using a research design capable of empirical demonstration of RPM’s effects. No studies met the inclusion criteria, resulting in an empty review that documents a meaningful knowledge gap. Controlled trials of RPM are warranted. Given the striking similarities between RPM and Facilitated Communication, research that examines the authorship of RPM-produced messages needs to be conducted.

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Authors and Affiliations

  1. Department of Communication Sciences and Disorders, Northeastern University, 360 Huntington Ave., Boston, MA, 02115, USA

    Ralf W. Schlosser

  2. Department of Otolaryngology and Communication Enhancement, Center for Communication Enhancement, Boston Children’s Hospital, 9 Hope Ave., Waltham, MA, USA

    Ralf W. Schlosser & Howard Shane

  3. Faculty of Humanities, Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, Gauteng, South Africa

    Ralf W. Schlosser

  4. Speech Pathology, Graduate School of Health, University of Technology Sydney, PO Box123, Broadway, Ultimo, NSW, 2007, Australia

    Bronwyn Hemsley

  5. Otolaryngology, Harvard Medical School, Boston, MA, USA

    Howard Shane

  6. Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA

    James Todd

  7. Special Education, Department of Curriculum and Instruction, Texas State University, 601 University Dr., San Marcos, TX, 78666-4684, USA

    Russell Lang

  8. Department of Psychology, Emory University, Room 473, Eagle Row, Atlanta, GA, 30322, USA

    Scott O. Lilienfeld

  9. School of Psychological Sciences, University of Melbourne, Melbourne, Victoria, Australia

    Scott O. Lilienfeld

  10. Menzies Allied Health Institute, School of Allied Health Sciences, Griffith University, 2.71_G40 Gold Coast Campus, Parklands Dr, Southport, Queensland, 4215, Australia

    David Trembath

  11. School of Education, Regent University, 1000 University Drive, Virginia Beach, VA, 23454, USA

    Mark Mostert

  12. Department of Psychology, Northeastern University, 360 Huntington Ave., Boston, MA, 02115, USA

    Seraphina Fong

  13. Frank Porter Graham Child Development Institute, University of North Carolina, CB 8040, Chapel Hill, NC, 27599-8040, USA

    Samuel Odom

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  1. Ralf W. Schlosser
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Schlosser, R.W., Hemsley, B., Shane, H. et al. Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence. Rev J Autism Dev Disord 6, 403–412 (2019). https://doi.org/10.1007/s40489-019-00175-w

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