Integrated Autism Program: Facilitated Communication, Quick Prompt Method, and Supportive Writing

I believe that good autism programs are enhanced by the use of FC-Facilitated Communication, RPM-Quick Prompt Method, and similar compatible writing and typing strategies. Why? These associations have a unique way of establishing a relationship with a non-verbal child that is difficult to reach. Although it is difficult to understand how they work, these complex and controversial methods create miraculous changes in a child’s behavior and temperament.

Although I am a supporter of FC and RPM, at the same time I suggest communication programs that the child can use independently. PECS (Picture Exchange System) does not require pointing ability, encourages spontaneous request, and teaches identification and interaction with a communicative partner. In its initial stage, the person working behind the child also acts as a partner. Until the child becomes proficient at pointing, I can also facilitate voice output communication programs and any other type of hand-eye activity. Similar to FC and RPM, my focus and attention to the task at hand seems to help the nonverbal person select a correct response. As the child becomes more proficient, I slowly withdraw this strong focused prompt, just as I would any other prompt. iPad offers many affordable options for communication and hand-eye coordination activities.

Although I use FC and RPM for energetic bonding and high-level shared communication, I do not rely on words for functional communication until the child has repeatedly demonstrated understanding of the meaning of the words. The child needs to be able to show that she can match the word to the corresponding pictures and/or the actual object or activity. Reading without understanding the use is rampant in this population. I do not assume that because a child is writing and has made an amazing “subconscious” telepathic connection with me, that her “conscious mind” or “independent ego” can express understanding of the words she writes or reads. Functional communication must be used simultaneously and independently with multiple partners in a variety of settings.

The program must be staffed with knowledge and flexibility to meet the complex needs of each child. ABA doesn’t have all the answers, but a few discreet testing procedures can complement any solid autism program. Questions to ask yourself? Does the program make the child feel comfortable? Does the child feel safe and confident in her environment? Are there significant movement and sensory activities? Do staff members share the philosophy that an organized body leads to an organized mind? Is the child building relationships with staff? Do they incorporate activities that encourage joint attention? Do staff provide activities that teach cause and effect? Is the child taught to imitate? Is he constantly motivated by slowly removing cues to complete movement patterns that he cannot do independently? Do staff teach categories and parts of speech to help the child build his or her own internal file? What do staff members do to encourage the child to start? Do you encourage projects that develop hand-eye coordination? Do staff members address adaptive daily living skills? Do they realize that focused intent used in facilitated communication is beneficial for teaching a variety of skills? Do staff members understand how CF strategies enhance their own intuitive abilities? Does staff understand that FC helps the student understand our word dependent language system?

Often ignored, denied, and discouraged, I believe that telepathic resonance in the HR and RPM relationship should be embraced as part of the process as it helps the child become more involved with their environment. This energy-dependent strategy should not be discarded simply because it is not currently understood. If one listens with an open heart and mind, the child will show what he needs. Find staff members who understand that the child has a different perceptual reality and who are willing to meet the child more than halfway.

I believe that all forms of communication should be open to the child and parents should avoid using only one strategy. I would like to see these disciplines work together to help bridge the gap between partner-dependent subconscious communication and ego-based wants and needs.