Rapid Prompting Method (RPM) is a type of communication training that empowers learners with a means to express learning, reasoning, understanding and thoughts. It was developed by Soma Mukhopadhyay when she wanted to connect with her son, Tito, who is autistic. Her institute, Halo is where I learned this communication technique.
What is RPM?
Rapid Prompting Method, a 1-1 diagnostic training tool that allows sensory channels to assemble correctly. This empowers the learner with a means to express learning, reasoning, understanding and thoughts. I've seen remarkable results with the first adage: presume competence. It changes the game.. RPM is a technique that attempts to aid communication by people with autism or other disabilities to communicate through pointing, typing, or writing.
RPM involves a series of "teach–ask" trials of graduated difficulty, starting with the learner being given or choosing a correct answer from two written options and progressing through to composing responses by pointing to printed letters on a card, stencil, or keyboard (Mukhopadhyay, 2008).
Competence is presumed even if not evident, and learning materials are presented verbally and textually at age level. Verbal, auditory, visual, and tactile prompts are used to elicit responses (e.g., ripping paper, handing a student a pencil).
How does it work?
Lessons are 40 - 55 minutes long, prepared prior to the meeting depending on the learner’s interests and age. These lessons involve topics typically taught in school: history, science, math, etc. The content selection and development is strategic, it must engage the student’s interest. This is not about “learning your alphabet” or yes and no questions.
Here is an example of a lesson I taught my nephew, Gabriel on eyes. Lesson points: our eyes do may things, our eyes use light to see, light hits your retina which sends a message to your brain, your brain tells you what you are seeing. Sounds simple but the development of this lesson with cognitive, communication and skill objectives for each section involves 4-5 hours to create.
Using the eye lesson, when I introduce the concept of eyes with Gabe, here is how I started: Today, we are going to talk about eyes. Do eyes help you to see or to taste? I write these two words on separate pieces of paper (spelling aloud as I write). Gabe selects his answer.
Yes, that is correct. The function of our eyes is to see.
Our eyes can blink and close. Can you show me how you blink? Can you blink fast?
Let’s spell blink together. I write the word blink on a piece of paper and then ask Gabe to spell the word blink.
What color are your eyes? Let’s take a mirror and look. Are your eyes blue or green? I write the words blue and green on separate pieces of paper (spelling aloud as I write). Gabe selects his answer.
What color are my eyes? Yes, they are brown. Point to the letters in the word brown. Gabe uses the letter board to spell the word brown.
The learner responds using a letter board and verbalizing the letters and then words. Each question of the lesson is diagnostic and helps the instructor to create reasoning plans for the learner.
Can my family member benefit from this?
I’ve seen changes in the way Gabe and I communicate after 3 formal lessons You can fill out this form if you’d like to learn more. It will change the way your loved one can connect. This is a simple explanation about the potential to empower learners to express their learning, reasoning, understanding and thoughts.