Communication facilitated by integrated autism program, prompt method, and supportive typing
I believe that good autism programs are enhanced by using FC facilitated communication, the RPM prompt method, and similarly supported typing 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 the behavior and temperament of the child.
Although I am a supporter of FC and RPM, I simultaneously suggest communication programs that the child can use independently. PECS (Picture Exchange System) does not require pointing skills, 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 an expert in pointing, I can also facilitate voice output communication programs and any other type of activities for the eyes and hands. As in HR and BPM, my concentration and attention on the task at hand seems to help the nonverbal person select a correct answer. As the child becomes more competent, I withdraw this focused energy pattern, slowly, as I would any other pattern. The iPad offers many affordable options for hand-eye coordination and communication activities.
Although I use HR 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 that he understands the meaning of the words. The child must be able to show that he can relate the word to the corresponding images and / or to the real object or activity. Reading without understanding the use is very common in this population. I do not suppose that because a child is typing and has made an amazing “subconscious” as well as telepathic connection with me, that his “conscious mind” or “independent ego” can express understanding of the words he writes or reads. Functional communication must be used simultaneously and independently with multiple partners in a variety of settings.
The program must have staff who demonstrate the knowledge and flexibility to meet the complex needs of each child. ABA doesn’t have all the answers, but some low-key testing procedures can complement any robust autism program. Questions to ask yourself? Does the program make the child comfortable? Does the child feel safe and trusting in his surroundings? Are there significant sensory movements and activities? Do employees 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 care? Do staff provide activities that teach cause and effect? Is the child taught to imitate? Are you constantly being driven with the slow removal of prompts to complete movement patterns that you cannot do independently? Do staff teach categories and parts of speech to help the child form his own internal filing cabinet? What do staff members do to encourage the child to initiate? Do you promote projects that develop hand-eye coordination? Do employees address adaptive skills for daily life? Do you realize that the focused intention used in facilitated communication is beneficial in teaching a variety of skills? Do employees understand how CF strategies enhance their own intuitive abilities? Do staff members understand that FC helps students understand our word-dependent language system?
Often ignored, denied and discouraged, I believe that telepathic resonance in the FC and RPM relationship should be embraced as part of the process, as it helps the child to become more involved with their environment. This energy-dependent strategy should not be discounted just because it is not currently understood. If one listens with an open heart and mind, the child will show what he needs. Look for employees who understand that the child has a different perceptual reality and who are willing to get to know him more than half of the way.
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.
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