{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/45557"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/45557","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"Perceptions of augmentative and alternative communication modes that include non-evidence based practices","abstract":"For families of individuals with developmental disabilities who have limited or no language skills, finding a mode of communication that provides their child the ability to speak is imperative. Parents can become desperate for an answer and may try multiple options to find something that works for their child. Rapid Prompting Method (RPM) is a form of communication that closely approximates facilitated communication. RPM requires the assistance of a communicative partner who holds a “letterboard” that the student uses to communicate with the world. The primary concern with RPM is that the communicative partner may be the source of communication rather than the target student. As of yet, there have been no studies to test this theory, but families and special educators continue to choose RPM as a mode of communication. This study evaluated the perceptions and attitudes of special education teachers in training toward RPM relative to evidence- based communication systems. Specifically, individuals were surveyed to determine the social validity of RPM in comparison to other forms of communication that are evidence based (i.e., picture exchange communication systems; voice output device). Results indicated that RPM was rated lower across all areas of social validity in comparison to evidence-based communication interventions.","abstract_html":"For families of individuals with developmental disabilities who have limited or no language skills, finding a mode of communication that provides their child the ability to speak is imperative. Parents can become desperate for an answer and may try multiple options to find something that works for their child. Rapid Prompting Method (RPM) is a form of communication that closely approximates facilitated communication. RPM requires the assistance of a communicative partner who holds a “letterboard” that the student uses to communicate with the world. The primary concern with RPM is that the communicative partner may be the source of communication rather than the target student. As of yet, there have been no studies to test this theory, but families and special educators continue to choose RPM as a mode of communication. This study evaluated the perceptions and attitudes of special education teachers in training toward RPM relative to evidence- based communication systems. Specifically, individuals were surveyed to determine the social validity of RPM in comparison to other forms of communication that are evidence based (i.e., picture exchange communication systems; voice output device). Results indicated that RPM was rated lower across all areas of social validity in comparison to evidence-based communication interventions.","abstract_has_math":false,"creators":["Hamrick, Jennifer Renee"],"institution":"The University of Texas at Austin","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Special education","degree_department":null,"school":null,"contributors":[],"advisors":["Falcomata, Terry S."],"committee_chairs":[],"committee_members":["O'Reilly, Mark","Cooc, North","Fragale, Tina","Lang, Russell"],"year":2016,"date_issued":"2016-12","date_published":"2016-12","updated_at":"2026-07-24T05:00:54Z","subjects":["AAC","Communication","Social validity","Autism","Developmental delay"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T2959CC9T"],"render_values":[{"text":"doi:10.15781/T2959CC9T","href":"https://doi.org/10.15781/T2959CC9T","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2152/45557","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Falcomata, Terry S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["O'Reilly, Mark","Cooc, North","Fragale, Tina","Lang, Russell"]},{"key":"dc:creator","label":"Author","values":["Hamrick, Jennifer Renee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-02-06T15:25:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-02-06T15:25:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Texas at Austin"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["AAC","Communication","Social validity","Autism","Developmental delay"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T2959CC9T"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2152/45557"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["For families of individuals with developmental disabilities who have limited or no language skills, finding a mode of communication that provides their child the ability to speak is imperative. Parents can become desperate for an answer and may try multiple options to find something that works for their child. Rapid Prompting Method (RPM) is a form of communication that closely approximates facilitated communication. RPM requires the assistance of a communicative partner who holds a “letterboard” that the student uses to communicate with the world. The primary concern with RPM is that the communicative partner may be the source of communication rather than the target student. As of yet, there have been no studies to test this theory, but families and special educators continue to choose RPM as a mode of communication. This study evaluated the perceptions and attitudes of special education teachers in training toward RPM relative to evidence- based communication systems. Specifically, individuals were surveyed to determine the social validity of RPM in comparison to other forms of communication that are evidence based (i.e., picture exchange communication systems; voice output device). Results indicated that RPM was rated lower across all areas of social validity in comparison to evidence-based communication interventions."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Perceptions of augmentative and alternative communication modes that include non-evidence based practices"]}]}],"canonical_facts":{"dc:contributor.advisor":["Falcomata, Terry S."],"dc:contributor.committeemember":["O'Reilly, Mark","Cooc, North","Fragale, Tina","Lang, Russell"],"dc:creator":["Hamrick, Jennifer Renee"],"dc:date.accessioned":["2017-02-06T15:25:22Z"],"dc:date.available":["2017-02-06T15:25:22Z"],"dc:date.issued":["2016-12"],"dc:description.abstract":["For families of individuals with developmental disabilities who have limited or no language skills, finding a mode of communication that provides their child the ability to speak is imperative. Parents can become desperate for an answer and may try multiple options to find something that works for their child. Rapid Prompting Method (RPM) is a form of communication that closely approximates facilitated communication. RPM requires the assistance of a communicative partner who holds a “letterboard” that the student uses to communicate with the world. The primary concern with RPM is that the communicative partner may be the source of communication rather than the target student. As of yet, there have been no studies to test this theory, but families and special educators continue to choose RPM as a mode of communication. This study evaluated the perceptions and attitudes of special education teachers in training toward RPM relative to evidence- based communication systems. Specifically, individuals were surveyed to determine the social validity of RPM in comparison to other forms of communication that are evidence based (i.e., picture exchange communication systems; voice output device). Results indicated that RPM was rated lower across all areas of social validity in comparison to evidence-based communication interventions."],"dc:format.mimetype":["application/pdf"],"dc:identifier":["doi:10.15781/T2959CC9T"],"dc:identifier.uri":["http://hdl.handle.net/2152/45557"],"dc:language.iso":["en"],"dc:subject":["AAC","Communication","Social validity","Autism","Developmental delay"],"dc:title":["Perceptions of augmentative and alternative communication modes that include non-evidence based practices"],"dc:type":["Thesis"],"thesis:degree_discipline":["Special education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The University of Texas at Austin"]},"updated_at":"2026-07-24T05:00:54Z"}