Carousel School : Our Programs : Rapid Prompting Method

Rapid Prompting Method

Heather Clare OTR/L – Director of Specialized Programs

The Rapid Prompting Method (RPM) is a unique teaching method developed at Carousel School by Soma Mukhopadhyay. Our education staff and therapists integrate RPM techniques into children’s daily routines. By presenting students with a subject, and a series of optional responses students can select their answers. As children improve their communication skills, our team presents a hierarchy of questions that both support and challenge the children. Prompting is one component of the program that provides structure and support while a child is still learning the RPM; after the child has been well immersed in the RPM, prompting often decreases. Through these techniques, students increase their independence and self-confidence by picking up an answer or typing a voluntary response. Each child masters these skills at a different rate, this mastery relies on the rigorous application and practice of the RPM both in the classroom and at home. We welcome families to visit the campus and observe our teachers and therapists utilizing the RPM, so they can practice at home.

Our occupational therapy team, Heather Clare and Tammy Farello, leads the RPM on-site training for staff and parents, and provide in-service training for staff at the beginning of each school year. Our therapists were trained by Soma Mukhopadhyay, and have integrated the RPM into the classroom curriculum and daily activities. They work directly with the teachers emphasizing the consistent application of the RPM with core academics and throughout daily communications. Our team communicates with the students using spell boards, alpha smarts, hand writing and multiple choices.

Children who are non verbal have excelled in our classrooms that integrate the RPM into the daily routine. Children’s sensory needs and reactions, and poor sensory integration can adversely affect their behavior, and can interrupt their learning process. Using the RPM, our behavioral aides work alongside students to address their sensory needs as they arise, and teachers can identify when the RPM technique is not effective and modifications should be implemented. Some classroom accommodations include: rephrasing questions, changing subjects, changing prompt style, adjusting tone or volume, or providing more breaks. Many of the disruptive behaviors children can exhibit often decrease when they are stimulated and motivated to learn.