Strategic Programming for MIVI Students:

1. Strategic Programming for MIVI Students: Takes knowing where each individual student fits within the: Strategic Planning Categories

2. Strategic Planning Categories • Biobehavioral Category • Resonance Category • Object Category • Picture/Object Category • Linguistic Category

3. 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

4. Biobehavioral Category • VERY low response to stimuli • Learning objective is to • identify biobehavioral state. • manipulate biobehavioral state. • Quality of life is a major consideration.

5. 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.

6. 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.

7. 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

8. Picture/Tactual Symbol Category • Maturing symbolic communication. • Emerging linguistic system. • verbal • sign • augmentative communication system • Emerging vocational awareness.

9. Linguistic Category • Fairly sophisticated linguistic system (verbal, sign, augmentative, etc.) • Substantially accurate and global understanding of the relationship between concepts. • Emerging problem solving.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.