About Rapid Prompting Method (RPM)
The Rapid Prompting Method was developed by Soma Mukhopadhyay in India, who used it to teach her young son Tito, who was diagnosed with severe autism when he was 3 years old. It is an academic teaching method through which Soma taught her son to read, write and communicate. Tito is now a published author, and Soma has dedicated her life to teaching her amazing Rapid Prompting Method to hundreds of autistic children and adults throughout the world. This method proves what many parents have suspected: that students with autism are capable of learning at academic levels previously thought unattainable, and this has indeed been the experience of the students from RPM Ireland.
There are families across Ireland using RPM through our organisation, and many more on our waiting list. The various schools of these students are also using RPM, including special schools, post primary school, autism units, mainstream schools and adult autism services.
Through RPM facilitators and workshops, and from parents, teachers and other professionals we have documented and video evidence of the students progress through RPM. We have seen academic achievements, improved school test results, breakthroughs in communication, significant improvements in challenging behaviours, and the review of the “learning disability” diagnosis in new psychological and speech and language assessments, resulting in more appropriate educational programmes for our children.
RPM presumes competence and through the use of age appropriate material, the student is encouraged to engage with the lesson. The students learning channel is identified and the facilitator stimulates visual, auditory, tactile and kinaesthetic learning accordingly. Lessons are structured as teach/ask sessions. The student progresses from paper choices to pointing out letters on a plastic stencil, then to spelling out words and sentences, to spelling on a laminated letterboard, and then to typing on a keyboard device. The stencils and boards are held by the facilitator, who prompts with verbal and air prompts which are gradually faded out, with no physical contact involved. The eventual goal is that the student following these stages will learn to type independently.
Our initial group of 5 students have progressed through these stages, and have achieved open communication on the full letterboard, and are now developing keyboard typing skills. Similar progress is reported by subsequent groups of pupils. This in line with the experiences of support groups all over the world.
This video from Soma Mukhopadhyay, RPM founder, explains what RPM is about: