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Strategic Programming for MIVI Students:. Takes knowing where each individual student fits within the: Strategic Planning Categories. Strategic Planning Categories. Biobehavioral Category Resonance Category Object Category Picture/Object Category Linguistic Category.
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Strategic Programming for MIVI Students: Takes knowing where each individual student fits within the: Strategic Planning Categories
Strategic Planning Categories • Biobehavioral Category • Resonance Category • Object Category • Picture/Object Category • Linguistic Category
Biobehavioral States within the Biobehavioral Category • State 1: Deep Sleep • State 2: Intermediate Sleep • State 3: Active Sleep • State 4: Drowsiness • State 5: Quiet Awake • State 6: Active Awake • State 7: Fussy Awake • State 8: Mild Agitation • State 9: Hysteria
Biobehavioral Category • VERY low response to stimuli • Learning objective is to • identify biobehavioral state. • manipulate biobehavioral state. • Quality of life is a major consideration.
Resonance Category • Learning objective: to realize there is a world around them. • Physical proximity and movement are the key. • Cannot communicate with space between partners.
Object Category • Emerging symbolic communication. • More mature anticipatory responses. • Routine, repetition, and consistency are critical to learning. • Emerging social interaction • Developing “topics” for conversation. • Tolerates more novelty.
Object Category cont’d • Developing an organizational system is a major goal. • time concepts (event to event, day, ect.) • sequencing events • spatial/environmental concepts • Maturing/mature organizational system. • time concepts (day, week) • sequencing • spatial/environmental concepts
Picture/Tactual Symbol Category • Maturing symbolic communication. • Emerging linguistic system. • verbal • sign • augmentative communication system • Emerging vocational awareness.
Linguistic Category • Fairly sophisticated linguistic system (verbal, sign, augmentative, etc.) • Substantially accurate and global understanding of the relationship between concepts. • Emerging problem solving.
Linguistic Category cont’d • Emerging understanding of the relationship of concepts. • Maturing social interaction • more motivation to interact • more topics of conversation • emerging understanding of “WH” questions.
Functional Skills Category • Able to read on the 2-3 grade level. • Able to do simple math (four basic operations). • Verbal. • Needs help in independent living areas. • Has difficulty establishing a social circle. • Limited number of rec/leisure interests.
Functional Skills Category cont’d • Sophisticated social interaction patterns • emerging conversational skills • emerging understanding of social structures. • Mature organizational concepts • time concepts (weeks, months, years) • sequencing • spatial/environmental concepts.
Functional Skills Category cont’d • Will need extensive job coaching to work in competitive employment. • May or may not live independently. • Often has difficulty acquiring language founded in basic concepts.
Semi-Independent Category • Will be a couple of years behind in most academic subjects. • Is likely to need some resource help. • May need some help from rehab organizations in adulthood.
Full Independence Category • Will graduate from school (HS or College) • Will find housing independently. • Full time competitive employment independently secured. • Will develop a social circle. • Independently determined rec/leisure pursuits.