Using RPM is an Adventure in Innovation

            Although using Rapid Prompting Method (RPM) teaching strategies follow specific guidelines, there’s always room for creativity and quick thinking.  Soma is a master at this. Watch any of her videos and you see how she takes whatever a student says or does and turns it into a learning experience.

            I feel honored and blessed to be able to work with Aiden. He’s a wonderful teacher for me; always letting me know when something works and when I “bombed.”  As we work through a lesson, there’s a part of me, the objective observer, silently noting the interaction between the two of us.  When he becomes upset and walks away, using the word, “NO!” emphatically, I have to ask myself what just happened:

1.      What triggered his wanting to stop?

2.      What can I do to use his walking away as a distraction to get him back to his table to do more work?

a.  “Aiden, thank you for letting me know you don’t want to continue the work we were

     doing?” Writing down on two pieces of paper, I ask, “Was it too easy and boring, or

     was it too hard for you?” 

b. Regardless of the answer, I have to re-adjust my approach.

c.  I might engage him in doing some physical mirroring activities with my hands and

    arms, giving him a chance to move away from the academic work.

d. Then, I either give him 2 choices of what to study next or ask him what should we

     look at next?

3.      I could use his walking as an opportunity to get the yard stick out and have him measure his steps from the doorway to the stairs, from the stirs to the bedroom, from the bedroom door to his desk.  If he gets to the desk, it’s easier to get him to sit down for the next lesson.

This is only one example of how I deal with his not wanting to do work. I’m sure you’ve run into similar situations. What do you do?

Neurodiversity: What Does it Mean?

  

In my studies regarding autism I've come across certain terms that were new to me.  In his blog, Neurocosmopolitanism , Nick Walker clearly explains the terminology associated with neural diversity. I plan to share some of them with you in this article. For further reference, you can follow the link I provide later to read next entire article published September 27, 2014.

Neurodiversity means the differences of human brains and minds; especially in neurocognitive functioning within our human species. According to Walker, it is a biological fact, not a perspective approach belief political position or a paradigm.

The Neurodiversity paradigm is a particular viewpoint on neurodiversity, having the following basic principles:

1.      neural diversity is a natural and valuable form of human differences

2.      there is no validity in thinking there is only one” normal” or “healthy” type of brain or mind.

3.      The social dynamics involved with neural diversity are similar to those involved with other forms of human diversity such is ethnicity, gender or culture.

Neurodivergent , also referred to as ND, means having a brain that functions in ways that differ significantly from the dominant societal standards of “normal."  Autism and dyslexia are examples of innate forms of neurodivergence, while changes in brain functioning caused by trauma, long-term meditation practice, or heavy usage of psychedelic drugs exemplify forms of neurodivergence created through experience. These two terms came from Kassianne Sibley, a multiply neurodivergent neurodiversity activist.

Neural typical, usually abbreviated as NT, refers to someone who falls within normal neurocognitive functioning. It can be used as an adjective or noun. Neural typical is the opposite of neural divergent. I like Nick Walker’s statement, 

            “narrow typical is the opposite of neural deferred, not the opposite of autistic.

            Autism is only one of many forms of neural divergence, so there are many, many

            people who are neither neurotypical nor autistic.”

To read about these terms in more detail visit Nick’s article  

neurodiversity-some-basic-terms-definitions

At what age can you begin using RPM with a child?

Soma®RPM is an educational process that can continue throughout one's life. Unlike some autism programs, Soma®RPM can begin at any stage of life and continue regardless of chronological age.  According to Soma in her book, Understanding Autism through Rapid Prompting Method, this form of teaching is, “tailored to each student's open learning channels. It empowers the learner with the best possible means to express his or her thoughts, understanding, learning and reasoning.”

The assumption is all students can learn regardless of their disability. Soma writes,

            “teaching a student with autism about history or current events leads to a greater understanding of what he or she hears and others conversations or on the

            television and  radio. This results in a greater understanding of the course of

            human events, which makes the world more interesting place in the individual

            a more well-rounded, interesting person. I maintained a greater understanding

            also leads to a diminishment of excitable behaviors, because the frustration of

            being understood estimated and misunderstood is reduced.”

When I first began working with my adolescent male student having autism, his academic work showed him working at third-grade level. After working with him using the Soma® RPM method, he's now working from eight grade texts. I'm curious to see how he responds when I began presenting him with high school level work.  For those of you using RPM, how has it worked for you?  How is your life different? I look forward to hearing from you.

Introduction to this blog

          When I was about 7 years old, I visited a corn maze with my family. It was a new experience for me. I remember walking through the maze, not exactly sure how to reach the center, and yet excited about doing so. As tutor, I have found myself moving through a similar maze with my experiences in Autism land. 

            Did you ever find yourself in a place where you felt like you were moving through a sea of confusion and bafflement; you weren't exactly sure which direction to move in next? I had such opportunities while working in the field of autism. Just as you would use a flashlight in the maze at night, I found a way to light up my way through the perplexing world of autism through the use of Rapid Prompting Method (RPM), developed by Austin-based educator Soma Mukhopadhyay. Attending her 4 day work camp, completing the RPM Introductory Course and participating with Soma during Skype consultations has given me innumerable insights into how I can serve my students better.

            As I navigate my journey through Autism with this blog, I am grateful to know you may find me as a resource. I’m looking forward to sharing information with you about latest research findings, especially about the brain and how it impacts behavior. As I use stories and share information about my experiences as a tutor using RPM, I would welcome your questions as well as your sharing your own experiences.

            How would you like to view 2-3 minute videos to speak to your day? That is one more thing you’ll eventually see on this blog.

            Through Mindfulness meditation, Compassionate Communication and Consistent Positive regard, I have found there are ways we can work with adults and children having Autism to reduce their ever present feelings of anxiety.  When we reduce a person’s level of anxiety, he or she becomes more open to learning.

            Through this labyrinth of autism, you will learn about my successes, learning opportunities and insights.  I plan to share them with you in bite size pieces through blog entries and videos. I look forward to creating relationships and sharing information on this blog to help parents, professionals and they important students themselves.

            Use my contact button to send questions, suggestions or inquiries for my speaking to your groups.