Full Independence

Report
Strategic Programming for MIVI
Students:
Takes knowing where each
individual student fits within the:
Strategic Planning
Categories
Strategic Planning Categories
1.
Biobehavioral Category
2.
Resonance Category
3.
Object Category
4.
Picture/Object Category
5.
Linguistic Category
Biobehavioral States within the
Biobehavioral Category
State 1:
 State 2:
 State 3:
 State 4:
 State 5:
 State 6:
 State 7:
 State 8:
 State 9:

Deep Sleep
Intermediate Sleep
Active Sleep
Drowsiness
Quiet Awake
Active Awake
Fussy Awake
Mild Agitation
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.


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