What is RPM?

Rapid Prompting Method (RPM) is an academic-based technique developed by Soma Mukhopadhyay used to teach and empower neurodivergent individuals with limited or unreliable speech abilities. RPM can be used to better express student learning, understanding, reasoning and thoughts by accessing the open learning channels (auditory, visual, kinesthetic, tactile) of the student and adapting lessons accordingly. Through RPM students can also work to improve fine motor skills, develop strategies to prevent sensory fatigue and enhance learning tolerance.

Objectives

  • The teacher will teach an academic topic depending on the student’s age, exposure to learning, interest, or preoccupation. The teacher uses this topic to work on the student's ability to express reasoning and understanding.*

  • Based on the motor, sensory and emotional readiness of the student, the teacher will ask the student to respond by selecting between correct and incorrect choices, or spelling on either the large letter stencils, full letter stencil, full letter board, keyboard/device, handwriting, or speech. All of the aforementioned are different skill goals that can be developed through RPM.*

  • Every student has different levels of visual, auditory, tactile, performance and time tolerance. Initially, the teacher adapts to the student’s sensory and performance tolerances. Over time, the teacher slowly works on helping the student increase their level of tolerance in all of these fields.*

  • Communication is the output of learning. Learning/communication is an integral part of RPM. Communication goals involve – single words, sentences, paragraphs, essays, short stories, the composition of poetry.*

*Obtained from Halo-Soma

What do sessions look like?

  • The primary objective of sessions is the development of communication. This starts with building the skills necessary in order for students to materialize thought to speech. Through the utilization of a letter-board students will begin to point and spell, then eventually type. Communication goals start small, involving single word answers such as yes or answers, then sentences, then paragraphs and beyond.

    However, RPM is a full program that works on everything a student needs to progress in life whether it be participating in hobbies, or being able to develop purposeful speech. This includes, social development, motor skills, daily living skills and enhanced sensory tolerance.

  • Sessions/lessons are designed based on every student's sensory, motor and emotional readiness. Sessions might include play based learning or other educational activities. Lessons are the teachers tool through which they present information and questions designed to facilitate the development of the skills and tolerance needed for the output of communication.

    Sessions are so much more than reading text and asking questions. Lessons are tailored to student interest and include sensory activities in order to help build student interest and prevent sensory fatigue.

  • A key belief within RPM is to always presume competence. There are various ways a student can demonstrate their understanding, and sessions are individually tailored in order to do so. Although the primary focus surrounds working with autistic students, the S()MA®RPM approach is suitable for any student who lacks a reliable means of communication or is in need of educational learning support.