Frequently Asked Questions
Q: What are all of the various names for variations of FC/RPM/S2C?
A: Here is a list of name changes and variations of FC/RPM:
Q: I have heard that if you don’t try or support FC or RPM that you don’t believe in the individual with whom you are working or that you don’t believe in any non-speaking individuals; that you are being ableist because you are assuming that the individual isn’t capable of communication. I’ve even read that stating you are against these methods is hate speech. Is that true?
A: This is a common argument of those who proselytize for S2C, FC and RPM. They create a false dichotomy to coerce people into supporting their pseudoscience. Truthfully, if you really believe in the capabilities of the individual you are teaching you will see their capability to learn to use a robust AAC autonomously, without physically interfering. You will work tirelessly to find them a means of accessing and producing language which is autonomous and their own voice, without anyone touching them or their communication sysfem. It is true that some of those who speak out against FC and RPM tend to have severely limited expectations for individuals who are non-speaking to become autonomous communicators. This extreme view should also be avoided. All people have the potential to learn. All people communicate. Studies have shown repeatedly that high expectation from teachers (and others) impact progress. We must BOTH avoid things like FC and RPM which remove communication and bodily autonomy AND believe in the potential to learn and grow. #presumepotential
Q: I am having FC or RPM pushed on me for my child or student, what should I do?
A: First, find support for supporting your child or student to learn how to use AAC autonomously. There are Facebook groups should as AAC through Motivate, Model, and Move Out of the Way that can be of some help. Having support of others will help you resist the temptation of trying out these insideously dangerous methods. Next, if this advice is coming from a professional, find a new professional. It is extremely unlikely you will be able to convince someone who believes in FC or RPM to not use it when you aren’t watching. Therefore, it is best find someone who believes in evidence based, humanistic AAC practice.
Q: Don’t some S2C, FC and RPM users become 100% independent?
A: Yes, supporters of S2C, FC and RPM indicate that some users become 100% independent, which of course means they are no longer using S2C, FC or RPM. When this is the case these now AAC users are able to communicate using AAC without being touched or having their AAC system touched. They are also able to communicate with an array of people. They don’t need any certain person present to communicate. Let’s say the success rate of FC and RPM users reaching this level of independence is 1% or even 10%. Even at that rate we don’t have good reason to eschew research based literacy and communication instructional methods. Think of it this way, some children learn to read or to do math without being taught using research supported methods, that doesn’t mean we should expect any other children to learn without solid educational methodologies in place. Essentially, even if S2C, FC and RPM were consistently successful (which they decidedly are NOT) we have better ways to teach literacy and communication.
Q: My child grabs my hand and uses me as a “human stylus”. I don’t physically prompt, but he seems to want to manipulate my body and have me push the buttons. What should I do?
A: The easiest and simplest solution is to sit or stand further away. This avoids the temptation for him to do this. Additionally, consider why your child does this and attempt to find another way to meet that needs. Does he feel unsteady? If so would a keyguard help? Or an actual stylus? Or a wrist weight? Does he find emotional support in your touch? If so work to decrease anxiety and increase confidence in other ways so he doesn’t need your touch? Is it a developmentally appropriate behavior similar to a young child bringing you to the thing he wants? If so show him physically you are looking and encourage him to show you himself. While we advise strongly against allowing this if you chose to do so you will need to ensure you aren’t influencing him. Ensure this by making sure you cannot see the screen or communication board at all while he his holding your hand.
A: Here is a list of name changes and variations of FC/RPM:
- Facilitated Communication (FC)
- Supported Typing
- Rapid Prompting Method (RPM)
- Spelling to Communicate (S2C)
- Spellers Method
- Progressive Kinesthetic Feedback
- Assisted Typing or Assisted Communication
- Written Output Communication Enhancement
- Alphabet Therapy
- Assisted Typing/Assisted Spelling
Q: I have heard that if you don’t try or support FC or RPM that you don’t believe in the individual with whom you are working or that you don’t believe in any non-speaking individuals; that you are being ableist because you are assuming that the individual isn’t capable of communication. I’ve even read that stating you are against these methods is hate speech. Is that true?
A: This is a common argument of those who proselytize for S2C, FC and RPM. They create a false dichotomy to coerce people into supporting their pseudoscience. Truthfully, if you really believe in the capabilities of the individual you are teaching you will see their capability to learn to use a robust AAC autonomously, without physically interfering. You will work tirelessly to find them a means of accessing and producing language which is autonomous and their own voice, without anyone touching them or their communication sysfem. It is true that some of those who speak out against FC and RPM tend to have severely limited expectations for individuals who are non-speaking to become autonomous communicators. This extreme view should also be avoided. All people have the potential to learn. All people communicate. Studies have shown repeatedly that high expectation from teachers (and others) impact progress. We must BOTH avoid things like FC and RPM which remove communication and bodily autonomy AND believe in the potential to learn and grow. #presumepotential
Q: I am having FC or RPM pushed on me for my child or student, what should I do?
A: First, find support for supporting your child or student to learn how to use AAC autonomously. There are Facebook groups should as AAC through Motivate, Model, and Move Out of the Way that can be of some help. Having support of others will help you resist the temptation of trying out these insideously dangerous methods. Next, if this advice is coming from a professional, find a new professional. It is extremely unlikely you will be able to convince someone who believes in FC or RPM to not use it when you aren’t watching. Therefore, it is best find someone who believes in evidence based, humanistic AAC practice.
Q: Don’t some S2C, FC and RPM users become 100% independent?
A: Yes, supporters of S2C, FC and RPM indicate that some users become 100% independent, which of course means they are no longer using S2C, FC or RPM. When this is the case these now AAC users are able to communicate using AAC without being touched or having their AAC system touched. They are also able to communicate with an array of people. They don’t need any certain person present to communicate. Let’s say the success rate of FC and RPM users reaching this level of independence is 1% or even 10%. Even at that rate we don’t have good reason to eschew research based literacy and communication instructional methods. Think of it this way, some children learn to read or to do math without being taught using research supported methods, that doesn’t mean we should expect any other children to learn without solid educational methodologies in place. Essentially, even if S2C, FC and RPM were consistently successful (which they decidedly are NOT) we have better ways to teach literacy and communication.
Q: My child grabs my hand and uses me as a “human stylus”. I don’t physically prompt, but he seems to want to manipulate my body and have me push the buttons. What should I do?
A: The easiest and simplest solution is to sit or stand further away. This avoids the temptation for him to do this. Additionally, consider why your child does this and attempt to find another way to meet that needs. Does he feel unsteady? If so would a keyguard help? Or an actual stylus? Or a wrist weight? Does he find emotional support in your touch? If so work to decrease anxiety and increase confidence in other ways so he doesn’t need your touch? Is it a developmentally appropriate behavior similar to a young child bringing you to the thing he wants? If so show him physically you are looking and encourage him to show you himself. While we advise strongly against allowing this if you chose to do so you will need to ensure you aren’t influencing him. Ensure this by making sure you cannot see the screen or communication board at all while he his holding your hand.