How RPM Works
What is RPM?
Rapid Prompting Method (RPM) is an academic-based method for individuals with autism and other related conditions, developed by Soma Mukhopadhyay. RPM works to empower the student by engaging them in learning, reasoning, and understanding. Using the open learning channels (auditory, visual, kinesthetic, tactile) the teacher adapts the session needs for the particular instance of learning.
The Four Objectives of RPM:
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.*
*Retrieved from https://www.halo-soma.org/what-is-rpm
Welcome! My name is Madison Imber and I am a certified RPM practitioner operating in Calgary, AB. I was first introduced to RPM in 2017, and quickly recognized the potential the method had to help individuals with autism and other related conditions. In early 2019 I became a SomaRPM approved practitioner. I also hold a Bachelor of Arts in psychology. I currently have experience working with students ranging in age from 6-25, with differing levels of functioning.