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RPM has changed the lives of countless individuals with autism and other special needs by enabling them to access age-appropriate academics and open communication. RPM was created by a mother, Soma Mukhopadhyay, teaching her son, Tito, how to communicate. Tito is now an accomplished author of several books.
  • • Presumes competence providing stimulating, age-appropriate academic teaching with strategies and accommodations so that anyone can be provided with appropriate exposure to learning.
  • • Speaks to the individual always with a respectful, age-appropriate voice and manner.
  • • Designed to activate the left-brain reasoning area by teaching to the right of the student.
  • • The teacher OBSERVES the student’s behaviors/stims to assess their open learning channels and how the teacher must modify their teaching to accommodate the student.
  • • OPEN LEARNING CHANNELS: 1) Primary: Auditory & Visual, 2) Secondary: Kinesthetic & Tactile. (Soma’s books and DVD presentation go into depth on this topic).
  • • Does not assume that the student must present pre-requisite skills such as “quiet hands, quiet mouth, look at me, eyes on me, etc.”
  • Testimonials by students and therapists:
  • "Before RPM, it was difficult and frustrating for me to communicate. I really had trouble communicating my needs and wants. I thought I would be trapped in my mind forever. Sometimes I was scared that no one would know what I am capable of...I am so thankful my mom believed in me and did not give up when so many told her they didn't believe. My life is so different now! I live in positivity and am excited about my goals in life." Ryan S-R
  • "RPM has changed my outlook on all individuals with communication and motor challenges. My entire approach to therapy and intervention has shifted since observing individuals communicate and learn through RPM. I know now that every word I am saying is being heard, even though the motor output may not seem as that. Motor planning is one of the most challenging skills for individuals to master and as a result greatly interferes with the ability to complete activities of daily living independently. The individual internally is developing and experiencing emotions, thoughts, needs, and desires at an age appropriate pace. I no longer speak slowly, and in short repetitive statements, as I once did… I ALWAYS assume competence. I explain how and why we are completing certain activities, and I allow the individual to direct tasks and make choices that are important to them and their personal goals. I chose more age appropriate activities. I talk to my clients, rather than talking about the client especially in front of parents/caregivers. Most importantly, I know that what we see or hear on the outside is not always what is being processed within. The voice and sounds we hear may be repetitive and contradictory but the mind is clear and is absorbing every piece of information it is given. RPM has allowed these individuals to finally share what has been locked inside of them their entire lives. The results of this teaching and communication method have amazed me beyond any technique or strategy I have ever observed with the Autism population." Christina C., OTR/L
  • "I was first exposed to RPM on one of my first visits to Wings To Fly. I was truly amazed and thoroughly intrigued with the impact that it was having on the students’ lives. That was all it took to convince me that it can literally be life changing for clients and families alike. I was excited to have even more exposure and training in RPM once I began working as an Occupational Therapist. I frequently use RPM with students to allow them the opportunity to have a "voice". When choosing an activity during OT as well as to check to make sure they are doing ok if working on challenging activities. RPM is also a fantastic, functional eye hand coordination, as well as visual scanning, activity that can be utilized when working on certain motor goals in OT. I whole heartedly believe that when used correctly, RPM can positively change the lives of those who use it and open doors for the individual that may have never been opened otherwise. It's life changing!" Carole S., OTR/L
  • "I can't express how satisfying it is to do RPM with my son. He does so many things together - write, read, answer questions and spells while I read him an entire story which I never thought would be possible. RPM gives me hope. I believe I can educate my son beyond his IEP goals which haven't changed much in years. It's a huge relief to be able to engage and educate him via RPM. We are looking forward to the progress that's still to come (he is just a beginner) and are thankful to have found RPM. Thank you Donna for teaching me." Aditi, Mom to Arth S.
  • "My daughter is 14 with what others would label as severe autism. She was always flapping away, had no verbal output, and was given a 1st grade curriculum in school. "Experts" informed me her IQ was 49. I was told there was no point frustrating her with a curriculum higher than that. The experts were wrong and I was wrong to believe them. Two years age we began learning and using RPM through Wings to Fly therapy center. Initially I was hesitant about trying RPM-I thought to myself "do these people really think my daughter will be able to handle age appropriate material?". It took one session to convince me that I had TOTALLY underestimated my daughter's ability. Six months later we were reading an age appropriate book and I asked her to describe a character's personality. She used her board to spell "Reticent". When asked where she heard that word she told me it was her sister's vocabulary word from several months before and she remembered. She has heard and retained more than I ever realized for years as I tested her siblings on science, math factoring tables, vocabulary words, spelling words-EVERYTHING! Fast forward two years and she is studying chemistry, algebra, world history, American short story classics, and is an avid reader (listener) of all things historical fiction. I'm ashamed to say two years ago we were still reading ABC board books to her. She has friends who also use RPM and they communicate (with their boards and communication partners) about their weekend plans, getting together with each to go to the movies, and how their parents drive them nuts! My daughter was even able to advocate for herself in her ISP meeting saying "I'm not stupid! I don't want that program!". To hear her hopes, dreams, frustrations, likes, and dislikes has changed everything! Don't let this opportunity pass you by! Linda F, Mom to Brynn F.


    The goal of speech language therapy is to help individuals with a wide range of communication challenges

    • Individual and group therapy sessions available
    • Speech therapy sessions are designed to meet the unique needs of each individual, using a range of fun activities from exploration and play (natural environment), to tabletop work and specialized skill building. Parents and caregivers are encouraged to observe therapy sessions and learn to participate in the process
    • Specialized classes to target specific needs such as:
      • Articulation/Phonological Disorders
      • Fluency
      • Language Delays/Disorders
      • Oral Motor
      • Augmentative/Alternative Communication
      • Auditory Processing
      • Motor Speech Disorders
      • Pragmatic/Social Skills
      • Voice Disorders
      • Language Based Reading and Writing Problems
    • Techniques used include:
      • Errorless Teaching
      • Applied Behavior Analysis/Applied Verbal Behavior
      • Prompts for Restructuring Oral Muscular Phonetic Target (PROMPT©)
      • Oral Myofunctional Therapy
      • Social Thinking®/Michelle Garcia Winner
      • LIPS® Phonetic Sequencing/Lindamood-Bell
      • Cycles Approach/Hodson
      • Minimal Pairs Approach