Is the MDIM the same as ABA or IBI?

The MDIM is an alternative intervention that uses a transdisciplinary approach. It is a model for intervention for children with various exceptionalities. It is a tailored intervention model that differs greatly from one family to the next. The MDIM serves as a foundation for learning where the underlying philosophy remains consistent: To use what works for each child.
Most interventions incorporate elements of other theoretical philosophies into the model. The MDIM is unique in that it is formulated from parts of theories that result as a whole paradigm.

How does the MDIM use behavioral principles?

The MDIM incorporates behavioral principles into everyday teaching. These principles include: reinforcement, shaping, prompting, task analysis, discrimination training and generalization of learned skills. All behaviors are broken into smaller manageable components and then each component is taught until the final goal is attained.

Does the MDIM use DTT Discrete Trial Training?

Sometimes. Therapy incorporates the use of discrete trial training methods only at early stages for some children. This is quickly faded early on and skills are then repeated over longer periods of time throughout the therapy session. Skills are taught incidentally through play. Instructors are taught to play with the children using available materials and toys that are in the child’s environment. An errorless approach is used to teach skills and reduce maladaptive behaviors.

What does a therapy session look like?

Therapy looks like playful interactions. Communication and sensory needs of the child are fully integrated into the therapy sessions. All instructors incorporate various modes of communication including gestures, sign language, pictures and picture schedules into their interactions with the children. Play incorporates motor and sensory exercises and games to address the sensory processing difficulties of the child.

What does the MDIM teach?

The MDIM teaches functional skills developmentally. All children have a multidisciplinary assessment at onset. The assessment measures each child’s developmental ability and functional level. Goals are developed to teach functional skills by following a developmental timeline. For some children, following a developmental approach may not be to their best advantage. As a result intervention is tailored to each child and their needs. Goals are taught using behavioral principles through an errorless approach.

Areas taught include:

Life skills (eating, feeding, dressing, toileting) Motor (fine/ gross, locomotion) Communication (receptive, expressive, social) Social (play, observational learning, transitions, routines, coping skills, non-verbal social skills, peer relations, relations to adults, emotions) Cognitive (pre-academic, academic, memory, problem solving, motor planning)

What level of intensity does the MDIM use?

Intensity varies with each child. Intensity is dependant on many variables including your child’s availability, needs, your families’ needs and the child’s age. Hours range between 10-40 hours per week. Funded programs, such as Kinark or TPAS, usually recommend the level of intensity for each child (hours range between 20-40 hours per week). Non-funded programs have the flexibility of fewer hours. Younger children often are gradually entered into high intensive programs and then faded as the child matures and the needs change. Since intervention is not delivered in only one environment, the child is taught in natural environments that he or she would be involved in daily, including: community programs, educational environments, the home and in social groups with peers.

Do parents learn the MDIM?

Family based planning is part of the intervention at onset from assessment, goal setting, planning of materials and ongoing program modification. Parents learn to interpret the data and understand the principles to generalize goals. Parents are part of some data collection and trouble shooting at team meetings. Parents are not only involved in program development and in the selection and prioritizing of goals but also play active roles as parent-therapists. Parental involvement is essential for generalization of skills and concepts. In order for the intervention to have global effects on the child’s developmental gains, parental involvement is required. Intervention is a continual daily responsibility and commitment that occurs as part of a lifestyle regime. Additional learning is provided in several areas that include (a) attentive effective communication strategies with their child. (b) Understanding the child’s responses within these systems. (c) Recognizing the child’s sensory needs and interconnection between systems of behavior, communication and sensory. (d) Understanding manageable behavioral responses. Therefore, these strategies assist the parents not only to understand the application of intervention but also the theory for the approach. They are taught these tools to understand the ‘why’ of their child’s behaviors and respond to the ‘how-to’ of intervention.

How does the MDIM work with my school-aged child?

The case coordinator and Director are part of the transitioning of children to school environments. Placement, integration and shadowing of children are part of intervention for school-aged children. Often we accompany the parents to the IPRC, IEP and any ongoing meetings with educational professionals. Communication with the teacher, principle, special education resource teacher and educational assistants are an important part of easing the child into a school environment. This is achieved though regular meetings, communication books and class observations. Our goal is to assist the child transition and participate as functionally as possible in their class.

*NOTE: Permission from the child’s educational environment is required prior to entry.