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.