Prioritizing Child Learning Objectives

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Presentation transcript:

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’ • Maturation - Biological Influence • Environment - Facilitative effect of materials, routines, etc. • Peer Mediation - Structured peer interactions • Intensive - Direct intervention necessary

M = Maturation / Biology Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of biological development and experience without significant teacher or peer involvement (e.g. minor articulation problems, grasping of objects, dressing skills, response to peer communication bids)

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)?

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

I = Intensive / Direct Intervention Evaluate learning objective to determine if ‘target’ behavior / skill requires IMMEDIATE intervention and/or will enhance child’s acceptance in learning community. Examples would include aggressive behavior, very limited communication skills, very limited personal mobility, and 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.