What is RPM?
In RPM the student is taught an age appropriate topic and demonstrates their learning through pointing, firstly between two or three written choices and progressing to spelling words on a letter board. Verbal
prompts are usually given to help the student to initiate independent responses and build their muscle memory without the use of physical support. As the student's confidence and fluency in spelling and pointing develops, he/she moves into spelling out their own thoughts and opinions. As the student's thinking and motor skills develop, so does the richness of their responses.
The key principle in RPM is that all people with autism and similar conditions are capable of learning at an age appropriate level if they are taught in a personalized manner as each lesson is adapted to meet the needs and capabilities of the student, which takes their learning channels and motor challenges into account.
There are four different learning channels: visual, auditory, tactile and kinesthetic. The tutor works to engage the student’s open learning channel by being aware that while it might appear that the student is not engaging visually with the lesson, they might still be listening or vice versa. Another key principle is that within the lessons the tutor works to activate the reasoning part of the brain. This is usually done by providing multiple answers to a question and helping students make a logical choice. Through the use of factual information and the assistance of prompts, students increase their accuracy and the ability to spell and communicate their answers.
RPM has helped thousands of individuals around the world to demonstrate their true potential by giving them a voice to express their inner thoughts.
For more information on RPM please visit www.halo-soma.org
Here is a link for a study on RPM titled “Harnessing Repetitive Behaviors to Engage Attention and Learning in a Novel Therapy for Autism: An Exploratory Analysis.”
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3280620/
In RPM the student is taught an age appropriate topic and demonstrates their learning through pointing, firstly between two or three written choices and progressing to spelling words on a letter board. Verbal
prompts are usually given to help the student to initiate independent responses and build their muscle memory without the use of physical support. As the student's confidence and fluency in spelling and pointing develops, he/she moves into spelling out their own thoughts and opinions. As the student's thinking and motor skills develop, so does the richness of their responses.
The key principle in RPM is that all people with autism and similar conditions are capable of learning at an age appropriate level if they are taught in a personalized manner as each lesson is adapted to meet the needs and capabilities of the student, which takes their learning channels and motor challenges into account.
There are four different learning channels: visual, auditory, tactile and kinesthetic. The tutor works to engage the student’s open learning channel by being aware that while it might appear that the student is not engaging visually with the lesson, they might still be listening or vice versa. Another key principle is that within the lessons the tutor works to activate the reasoning part of the brain. This is usually done by providing multiple answers to a question and helping students make a logical choice. Through the use of factual information and the assistance of prompts, students increase their accuracy and the ability to spell and communicate their answers.
RPM has helped thousands of individuals around the world to demonstrate their true potential by giving them a voice to express their inner thoughts.
For more information on RPM please visit www.halo-soma.org
Here is a link for a study on RPM titled “Harnessing Repetitive Behaviors to Engage Attention and Learning in a Novel Therapy for Autism: An Exploratory Analysis.”
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3280620/
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