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Prioritizing Child Learning Objectives

Prioritizing Child Learning Objectives. Use of MEPI Model to Determine Intervention Options. MEPI Model for Determining Level of Intensity of Intervention. MEPI Planning Model - IEP Intervention Planning w Consultation ‘Partner’ • M aturation - Biological Influence • E nvironment -

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Prioritizing Child Learning Objectives

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  1. Prioritizing Child Learning Objectives Use of MEPI Model to Determine Intervention Options

  2. MEPI Model for Determining Level of Intensity of Intervention MEPI Planning Model - IEP Intervention Planning w Consultation ‘Partner’ • Maturation - Biological Influence • Environment - Facilitative effect of materials, routines, etc. • Peer Mediation - Structured peer interactions • Intensive - Direct intervention necessary

  3. M = Maturation / Biology • Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as child develops without significant teacher or peer involvement • (e.g. minor articulation problems, grasping of objects, dressing skills)

  4. E = Environmental Support • Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of child access to materials or teacher ‘engineering’ of learning (or home) environment’. Will securing items in a variety of containers and placing out of child’s reach result in increased opportunities for fine motor skill development and communication (e.g. seeking desired toy/item with or w/o request for assistance)

  5. P = Peer Intervention / Support • Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of child interaction with competent peers. Teacher organization of ‘peer buddies’ and cooperative activity groups will increase opportunities for imitation learning (via peer modeling). Also peer ‘expectations’ for social interaction and communication may provide ‘motivation’ to target child to improve skill or behavior

  6. I = Intensive / Direct Intervention • Evaluate learning objective to determine if ‘target’ behavior / skill is of IMMEDIATE use or will enhance child’s acceptance in learning community. Examples would include aggressive behavior, very limited communication skills, very limited personal mobility, toilet training (if developmental indicators present). Child would not be expected to make reasonable progress toward acquisition of this skill/behavior without DIRECT and consistent teacher intervention.

  7. “Young children learn through ongoing interactions with their natural environment rather than in isolated lessons or sessions...” (McWilliam, 2000, p. 49).

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