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List of Courses 2014

Handling Intensive to Improve Core StabilityToward Functional Outcomes

Course Description:

This two to five-day course will combine lecture, laboratory, group problem solving, and a videotape demonstration for Physical, Occupational, and Speech Therapists and Assistants who are currently treating or are interested in treating clients with neuromuscular and sensory/perceptual impairments and dysfunction. Content will focus on core strength and postural control as the foundation for function of the head, neck, and limbs. Foundational information will be contrasted with the challenges demonstrated in clients throughout the lifespan with developmental, neuromuscular, and/or sensory/perceptual difficulties. Emphasis will be placed on common therapeutic strategies used in handling clients of a variety of sizes towards gaining core stability for functional outcomes/goals. This workshop is practical in nature with much of the content including moving one another in lab. A review of anatomy and kinesiology of the trunk and proximal limbs will be helpful before attending the class.

Course Objectives:

By the end of this course, the participant will learn: 1. To identify the essential postural, neuromuscular, musculoskeletal, and

sensory/perceptual elements necessary to gain postural control for an identified functional outcome for a client.

2. How to compare and contrast the movement strategies of a client with typical strategies used in efficient movement.

3. To identify the missing elements for improving function in clients with developmental and/or neuromuscular challenges.

4. To prioritize treatment strategies towards an effective and efficient sequence for a functional outcome.

5. A minimum of 5 treatment interventions for gaining proximal stability.6. A minimum of 5 treatment interventions to improve the functional use of the head & neck.7. A minimum of 5 treatment interventions to improve limb function.8. A minimum of 5 treatment interventions to improve mobility.

Course Schedule:

Day One8:00 Registration8:30 Anatomy & Kinesiology of the Trunk and Neck

Lab I12:30 Lunch 1:30 Anatomy & Kinesiology of the Shoulder and Pelvic Girdles

Lab II5:00 End of Day One

Day Two 8:00 Proximal Stability as it Relates to Function

Sequencing Treatment Strategies towards a Functional OutcomeLab III

12:00 Lunch 1:00 Afternoon Content (with a 15 minute break)

Lab IV 4:30 End of Course

Total Hours: 14 contact hour (This course can be up to five days of contact. )

J. Styer-Acevedo, PT, DPT, C/NDT p. 1

Bridging the Gap Between Proximal Stability and FunctionUsing the NDT Approach

Course Description:

This two-day lab-based course is designed for speech, occupational, and physical therapists working with children between the ages of birth and 21 years. Emphasis is placed on promoting proximal stability as the foundation for use of the head and limbs for function. Treatment strategies will be taught in lab to gain core strength and range of motion followed by strengthening in the new range for functional use of the trunk and limbs. Daily assessment and treatment demonstrations will be utilized to teach sequencing effective and efficient treatment sessions.

Objectives:

At the end of this course, participants will be able to:

1. Understand and utilize ICF Model2. Recognize and follow through observation, the elements of an assessment of a child and

planning a treatment session using task analysis and problem solving towards a functional outcome

3. Select and organize treatment strategies into an effective sequence to achieve a client’s identified functional outcome.

4. Learn and demonstrate at least 5 treatment strategies on another course participant that will influence the trunk and the respiratory system.

5. Learn and demonstrate at least 4 treatment strategies on another course participant that will influence the function of the shoulder girdle for stability and/or mobility.

6. Learn and demonstrate at least 3 treatment strategies on another course participant that will influence mobility of a child, either on the floor or in vertical.

Schedule:

Day One8:30 Registration9:00 Current Theory and Principles of NDT10:15 Break10:30 Lab: Trunk and Rib Cage Alignment12:00 Lunch (on your own)1:00 Client Demonstration – Assessment & Treatment2:00 Discussion2:30 Break2:45 Lab: Core Strengthening4:30 End of Day One

Day Two8:30 Assessment, Task Analysis & Treatment Planning10:15 Lab10:30 Lab: Upper Extremity Function as it Relates to the Trunk11:30 Lunch (on your own)12:30 Client Demonstration – Assessment & Treatment1:30 Discussion2:00 Break2:15 Lab: Mobility and Use of the Lower Extremities4:00 End of Course

12 Contact Hours


Connecting the Dots Between Assessment and Functional Outcome Using Strengthening and Neuro-Developmental Treatment

Course Description:

This two-day course will combine lecture, laboratory, videotape presentations, and client demonstrations for Physical, Occupational, and Speech Therapists and Assistants who are currently treating or are interested in treating clients with neuromotor impairments and dysfunction. Content will focus on core strength and postural control as the foundation for function of the upper and lower limbs as well as characteristics of the lower limbs for gait and balance skills. Foundational information will be contrasted with the challenges demonstrated in clients throughout the lifespan with developmental and neuromotor difficulties. Emphasis will be placed on observational skills for evaluation and assessment, the process of setting priorities for intervention, and intervention strategies guiding the client in achieving their identified functional outcome. This workshop is practical in nature and will include current neuroscience philosophy and principles guiding the NDT Approach and the NDT Enablement Model as a basis for the content.

Course Objectives:

By the end of this course, the participant will learn: 1. To identify the essential neuromuscular, musculoskeletal, and postural elements necessary

to gain postural control for an identified functional outcome for a client. 2. To identify the key elements of the trunk and limbs impacting the successful achievement

of functional walking in a client. 3. To identify the missing elements for improving function in clients with developmental

and/or neuromotor challenges.4. To set outcomes, plan treatment, and identify and sequence strategies to optimize

strengths and minimize the barriers to mobility and function.5. A minimum of 5 treatment interventions for gaining proximal stability.6. A minimum of 5 treatment interventions to optimize functional gait.7. A minimum of 5 treatment interventions to improve upper limb function.

Course Schedule:

Day One 8:30 Registration 9:00 Morning Content (with a 15 minute break)

Current Philosophy and Neuroscientific Basis of Neuro-Developmental TreatmentICF ModelLab I


Evaluation and AssessmentLab II

4:30 End of Day One

Day Two 9:00 Morning Content (with a 15 minute break)

Proximal Stability as it Relates to Function Gait Analysis

Client Demonstration12:00 Lunch 1:00 Afternoon Content (with a 15 minute break)

DiscussionLab III

4:30 End of Course Total Hours: 12 contact hour


Introduction to Neuro-Developmental Treatment

Course Description:

This two day course is designed for the therapist who treats or wants to treat pediatric clients (birth to 21 years) with neurological deficits. It is highly recommended for physical, occupational, and speech therapists and assistants and has a major focus on movement experiences in lab. It includes the most current philosophy and principles of the Neuro-Developmental Treatment approach, comparison of atypical to typical development, assessing a client according to the ICF model, writing functional outcomes, and using task analysis to plan and sequence treatment strategies into an effective and efficient treatment session. Included are treatment videos and a demonstration to cement observational skills.

Objectives:

At the conclusion of this workshop, participants will be able to:1. Demonstrate knowledge of the current philosophy and neuroscientific basis of the Neuro-

Developmental Treatment approach to pediatrics. 2. Articulate the appropriate components of an assessment of a child from demonstrations and

categorize the competencies and needs according to the ICF Model .3. Show skill in writing functional goals and developing an appropriate treatment plan based on

the task analysis and the identified functional goal.4. Identify the strengths and challenges of a child with neuromotor and sensory/perceptual

impairments through observation of an instructor demonstration of assessment and treatment.

5. Facilitate another individual through desired movements and treatment strategies while limiting inefficient movement.

6. Perform at least 15 treatment strategies on another individual in the class through experiential lab.

Course Schedule:

Day One7:30 Registration8:30 Morning Content (with a 15 minute break)

Current Philosophy and Principles of NDTComparison of Atypical to Typical DevelopmentLab I


Assessment & Treatment DemonstrationLab II

4:30 End of Day One

Day Two8:30 Morning Content (with a 15 minute break)

Writing Functional Outcomes and Planning TreatmentApplication of an NDT Treatment Planning WorksheetLab III


Assessment & Treatment DemonstrationLab IV

4:30 End of Course

15 contact hours inclusive of 2 hours of reading on the ICF Model and Task Analysis and pre-test.


Neuro-Developmental Treatment Approach for Infants and Toddlers(This course can also be a 3-day course with additional lab and demonstration)

Description

This two-day course is designed for physical, occupational, speech therapists, and assistants treating pediatric clients (birth to 3 years) who demonstrate neurological deficits or suspected deficits. Typical and atypical development will be reviewed as they relate to one another and how the infant/toddler develops functional movement behaviors. Current philosophy and principles of the Neuro-Developmental Treatment approach will be presented as it relates to treatment of the infant and toddler. Observation of infant movement will reinforce typical development. Movement labs will be used to facilitate one another through movement transitions and to learn handling techniques on an infant-sized doll. Observation of an assessment and treatment session will show treatment and handling techniques on a client.

Objectives:

At the conclusion of this workshop, participants will be able to:1. understand the current neuroscientific basis of the Neuro-Developmental Treatment

Approach.2. identify at least 10 aspects of typical development via slides, video, and observation of

infant and toddler movement3. identify at least 10 aspects of atypical development as compared to typical development

via slides and video.4. facilitate movement transitions appropriate for the infant/toddler population on another

adult and on a doll in lab.5. promote carry-over in the home environment via daily activities.

Day One8:00 Registration8:30 Typical Development Birth to Twelve Months11:00 Break11:15 Baby Development Lab12:00 Lunch (on your own)1:00 Handling Lab I2:15 Break2:30 Atypical Development of the Infant3:30 Handling Lab II5:00 End of Day

Day Two8:00 Current Philosophy and Neuroscientific Basis of Neuro-Developmental Treatment9:00 Assessment Guidelines9:45 Break10:00 Client Assessment and Treatment Demonstration11:30 Handling Lab III12:30 Lunch1:30 Handling Lab IV 3:15 Break4:00 Home Programming Considerations4:30 End of Course

Total Hours: 14 contact hours


Neuro-Developmental Treatment Approach for Pediatrics(Taught as two, three, or five day course; the longer course with children in the labs for experiential learning)

Course Description:

This three day course teaches the most current philosophy and principles of the Neuro-Developmental Treatment Approach through lecture, demonstrations, videos and most importantly, hands-on lab experiences. The course content provides a brief review of typical and atypical development, training in the use of the ICF Model for child assessment, and instruction in functional outcome writing and treatment planning. This course is highly recommended for PTs, OTs, and SLPs.

Objectives:

At the conclusion of this workshop, participants will be able to:1. Demonstrate knowledge of the current philosophy of the Neuro-Developmental

Treatment approach to pediatrics.2. Evaluate a child and categorize the limitations according to the ICF model.3. Understand and articulate at least six differences between typical and atypical

development.4. Show skill in writing functional outcomes and developing a treatment plan based on the

completed assessment of a child.5. Facilitate another individual through desired movements while inhibiting undesired

movements. 6. Identify the components of an assessment and treatment of a child through observation of

instructor demonstrations.

Neuro-Developmental Treatment Approach to Pediatric Gait

Course Description:

This course is designed for physical, occupational, speech therapists, and assistants treating children with neurological deficits who are acquiring gait, desire to have vertical mobility such as walking, or who currently function in vertical. The acquisition of typical gait and function in vertical will be studied in toddlers and children via slides, video and observation of an assessment and treatment demonstration. Current philosophy and principles of the Neuro-Developmental Treatment approach will be presented as it relates to treatment of gait and acquisition of skills in vertical. Movement labs will be used to facilitate one another through movement transitions and to learn handling techniques for the treatment of gait and functional tasks typically done in vertical. Observation of a gait assessment and treatment session will show treatment and handling techniques on a client.

Objectives:

At the conclusion of this workshop, participants will be able to:1. identify at least 10 aspects of typical development as regards the development of pre-gait

and gait skills via slides, video, and observation of mature gait2. identify the biomechanical alignment that is most energy efficient in the acquisition of pre-

gait and gait skills via slides and video3. identify the characteristics of gait in the typically developing population4. use task analysis to identify the movement components and missing movement

components while observing a child during vertical mobility5. facilitate at least 15 movement transitions and functional skills for pre-gait and gait

training that are appropriate for the pediatric population on another adult in lab.6. List activities of daily living/routines that will inspire carry-over in the home and school

environment


Case Studies and Treatment Strategies Using NDT for Pediatric Gait

Description:

This course will explore an alternate format in order to earn 10 credit hours in one day, or 15 credits in two days. There will be a self study portion that must be completed before the course. Come and enjoy this new practical format for learning treatment techniques in pediatric gait. Day one will consist of lecture, case studies, and a patient assessment and treatment demonstration. The instructor will guide the class through evaluation and treatment planning and then show treatment strategies through demonstration and a treatment demonstration on a child. Day two will focus on labs to practice treatment strategies on each other. A limited number of participants will be accepted for this small group lab experience. This course will focus on using the current NDT philosophy and principles to assess and treat gait. The case studies will be pediatric clients between 3-21 years old who present with neuromotor impairments.

Objectives:

At the conclusion of this workshop, participants will be able to:1. demonstrate knowledge of the current philosophy and ICF Model of the Neuro-

Developmental Treatment approach to pediatrics.2. demonstrate knowledge of the anatomy and kinesiology of gait.3. identify at least 5 aspects of the typical acquisition of gait and recognize the components of

early gait as compared to the components of mature gait.4. recognize and be able to list the clinical signs of the categories of Cerebral Palsy,

specifically Spastic Diplegia, Hypotonia, Athetosis, and Ataxia.5. identify at least 5 aspects of atypical development in the acquisition of pre-gait and gait

skills in each of 4 categories of cerebral palsy as compared to typical development of gait.6. demonstrate skill in writing functional outcomes and organizing treatment strategies into

an effective sequence based on the activity analysis and the identified functional outcome.For Day Two:

7. facilitate at least 15 movement transitions and functional skills for pre-gait and gait training that are appropriate for a variety of children with cerebral palsy on another adult in lab.

Schedule:

Day One:8:00 Registration8:30 ICF Model9:30 Assessment and Planning Treatment10:15 Break10:30 Atypical Gait #111:30 Atypical Gait #212:30 Lunch1:30 Assessment & Treatment Demonstration2:30 Discussion2:45 Break3:00 Atypical Gait #34:00 Atypical Gait #45:00 End of Day One

Day Two:8:00 Registration8:15-1:30 Lab (with 15 minute break)

Core Strengthening Strategies for Range Required for Gait Strategies for Strength Required for Gait


Promoting FUNctional Outcomes in Children with Mild Neurological Impairments

Course Description:

This two day course is intended for physical therapists and PTA’s, occupational therapists and COTA’s, and Speech and Language Pathologists who work with children, aged 2 to 21 years. The emphasis is on children with neurological diagnoses who demonstrate minimal to moderate functional impairments. The characteristics of atypical development will be reviewed as it compares to typical development and its’ impact on successful completion of functional skills. The process of examining and evaluating a child and planning a treatment session toward a specified functional outcome will be presented using a variety of methods. There will be emphasis on function and FUN to increase motivation of the child. The participants will learn via lecture, lab sessions where they learn by moving one another, videotape review of development and treatment segments, and observation and analysis of treatment demonstrations by the course instructor.

Objectives:

At the conclusion of this workshop, participants will be able to:1. Demonstrate knowledge of the current philosophy of the Neuro-Developmental

Treatment approach to pediatrics.2. Understand and articulate the categories of the ICF model.3. Understand and articulate at least six differences between categories of atypical

development.4. Show skill in writing functional outcomes and developing a treatment plan based on the

completed assessment of a child.5. Facilitate another individual through desired movements while inhibiting undesired

movements. 6. Identify the components of an examination and treatment of a child through observation

of instructor demonstrations.

NDT Handling Course for Pediatrics (requires space and mats for practical work; pre-requisites: NDT course graduate, license, and malpractice insurance)Course Description:

This four and one half day course uses the most current philosophy and principles of the Neuro-Developmental Treatment Approach in daily treatment sessions of children with neurological impairments. Lecture, demonstrations, videos, and hands-on lab experiences will be used to reach the ultimate outcome of the sessions, to improve the child’s functional abilities using handling and facilitation techniques. Assessment and functional outcome setting will be covered in detail to aid in treatment planning. This course is highly recommended for physical and occupational therapists, licensed assistants, and speech-language pathologists who treat children (birth to 21 years of age) with neurological deficits and developmental disorders and who have previously attended an NDT course.

Objectives:

At the conclusion of this workshop, participants will be able to:1. State four aspects of NDT philosophy and treatment principles. 2. Evaluate a child and categorize the findings according to the ICF Model.3. Set functional outcomes for every treatment session.4. Plan a treatment session with a partner to achieve a specified functional outcome for a child. 5. Demonstrate at least ten different treatment strategies to achieve functional goals. 6. Demonstrate at least twelve different treatment techniques on a course participant during lab.


Going Out on a Limb! Postural Control for Functional Skill Use

Jane Styer-Acevedo, PT, C/NDT and Kate Bain, OT, C/NDT

Course Description:

This three-day introductory to intermediate level course will combine lecture, laboratory, and video presentations. Content will focus on core strength and postural control as the foundation for function of the upper and lower extremities (movement, sensation, cognition, and desire), characteristics of the lower extremities (LEs) for gait and balance skills, characteristics of upper extremities (UEs) in transitions, contact, grasp, manipulation, and support during gait. Foundational information will be contrasted with the challenges demonstrated in children with developmental, neuromotor and sensory processing difficulties. Observational skill for assessment, setting priorities for intervention, and intervention strategies will be presented for manipulation, gait, stairs, climbing, and higher level skills and activities. Emphasis will be placed on experiential learning through movement lab practice with adult partners and observation of and discussion after treatment demonstrations.

Objectives:

The participants will: Demonstrate knowledge of the current philosophy & ICF Model of the Neuro-

Developmental Treatment approach to pediatrics. Understand the motor, sensory, and cognitive foundations for the use of the trunk, legs,

arms and hands for transitions, support, reach, grasp, manipulation, and release. Observe and identify essential postural, sensory, and cognitive/perceptual elements

necessary for mobility through space and functional use of the limbs. Identify missing elements in children with developmental, neuromotor, or sensory

processing challenges. Set outcomes, plan treatment, and identify strategies to optimize strengths and minimize

the barriers to performance. Classify obervations of functional abilities and limitations and multi system & single

system impairments according to the ICF Model after watching video clips and/or client demonstrations of assessment and treatment

Facilitate a minimum of eight interventions and/or movement transitions to improve upper extremity function.

Facilitate a minimum of eight interventions and/or movement transitions to improve lower extremity function

Schedule:

Day One8:00 Registration8:30 Introduction to Current NDT Theory and Practice10:30 Characteristics and Disturbances of Limb Function – Leading to Treatment Strategies for Functional

Outcomes12:30 Lunch1:00 Foundations of Limb Function (with a 15 minute break)

Posture and Movement Sensory Cognitive/Perceptual

3:30 Movement Lab I (one hour)

Day Two8:30 NDT – Is it Evidenced Based?9:00 Lower Arm & Hand - Grasp, Manipulation, Release, Tool Use (with a 15 minute break)12:30 Lunch


1:30 Client Assessment and Treatment Demonstration2:30 Discussion3:15 Movement Lab II (to 4:30 pm)

Day Three8:30 Pre-Requisites for Use of Lower Limbs for Support and Mobility

Biomechanical Requirements Developmental Characteristics Development of Gait

10:45 Movement Lab12:30 Lunch1:30 Client Assessment and Treatment Demonstration2:30 Discussion3:00 Break3:15 Movement Lab II4:30 End of Workshop

19.5 Contact Hours

Neuro-Developmental Treatment Approach for Improved Function in the Classroom

Course Description:

This one day workshop is designed for the professional and para-professional currently working with children in the school system. It is designed to re-acquaint you with the NDT problem based approach to treatment of the child and young adult. Emphasis will be placed on improving the child/young adult’s functional abilities in the classroom, enabling them to access their educational environment. Characteristics and treatment strategies will be reviewed for a variety of categories within the diagnosis of Cerebral Palsy. A video of a treatment session will be used to demonstrate task analysis of the intended outcome.

Objectives:

At the conclusion of this workshop, participants will be able to:1. understand the current neuroscientific basis of the Neuro-Developmental Treatment

Approach.2. Understand and articulate the categories of the ICF model.3. Understand and articulate at least six differences between categories of atypical

development.4. identify at least 10 aspects of atypical development as compared to typical

development via slides and video.5. facilitate movement transitions appropriate for children with neurological impairment

on another adult in lab.6. Facilitate another individual through desired movements while inhibiting undesired

movements.


Going Out on a Limb!Postural Control for Functional Skill Use

Jane Styer-Acevedo, PT, C/NDT (with an OT Instructor)

Course Description:

This two-day introductory to intermediate level course will combine lecture, laboratory, and video presentations. Content will focus on core strength and postural control as the foundation for function of the upper and lower extremities (movement, sensation, cognition, and desire), characteristics of the lower extremities (LEs) for gait and balance skills, characteristics of upper extremities (UEs) in transitions, contact, grasp, manipulation, and support during gait. Foundational information will be contrasted with the challenges demonstrated in children with developmental, neuromotor and sensory processing difficulties. Observational skill for assessment, setting priorities for intervention, and intervention strategies will be presented for manipulation, gait, stairs, climbing, and higher level skills and activities.

Objectives:

The participants will: Understand the motor, sensory, and cognitive foundations for the use of the trunk, legs,

arms and hands for transitions, support, reach, grasp, manipulation, and release. Observe and identify essential postural, sensory, and cognitive/perceptual elements

necessary for mobility through space and functional use of the limbs. Identify missing elements in children with developmental, neuromotor, or sensory

processing challenges. Set outcomes, plan treatment, and identify strategies to optimize strengths and minimize

the barriers to performance. Learn a minimum of five interventions to improve upper extremity function. Learn a minimum of five interventions to improve lower extremity function

Schedule

Day One8:00 Registration8:30 Introduction to Current NDT Theory and Practice10:15 Break10:30 Characteristics & Disturbances of Limb Function – Leading to Treatment Strategies for Functional Outcomes12:00 Lunch1:00 Foundations of Limb Function (with a 15 minute break)

Posture and Movement Sensory Cognitive/Perceptual

3:30 Movement Lab5:00 End of Day One

Day Two8:00 NDT – Is it Evidenced Based?8:30 Lower Arm & Hand - Grasp, Manipulation, Release, Tool Use (with a 15 minute break)12:00 Lunch1:00 Pre-Requisites for Use of Lower Limbs for Support and Mobility

Biomechanical Requirements Developmental Characteristics Development of Gait

2:30 Break2:45 Movement Lab4:30 End of Workshop 14 Contact Hours


Improving Function in the Pediatric Population; Using the Neuro-Developmental Treatment Approach

Course Description:

We are all looking to optimize the functional abilities of the children we treat in school, in an out patient setting or in their natural environments! This introductory-level three day course teaches how to promote functional achievements and abilities using the current Neuro-Developmental Treatment Approach philosophy through lecture, demonstrations, videos and most importantly, experiential lab. You will learn how to compare and contrast typical and atypical development as it applies to your client population, how to apply the ICF Model for client assessment and treatment planning, and instruction in writing outcomes for all levels of functional ability. If you are looking for ways to rejuvenate your therapy and improve your clients’ abilities, look no further! This course is highly recommended for PTs, OTs, SLPs and their assistants who currently work with the pediatric population up to young adults.

Objectives:

During this workshop, participants will be:1. Applying current philosophy of the Neuro-Developmental Treatment approach to the

assessment and treatment of pediatric clients.2. Evaluating children and categorize the strengths and limitations according to the ICF

model via video and live demonstrations.3. Understanding and articulating at least six differences between typical and atypical

development.4. Writing functional outcomes and developing treatment plans based on the completed

assessment of a client.5. Facilitating another individual through desired movements while inhibiting undesired

movements. 6. Identifing the components of an assessment and treatment of a child through observation

of instructor demonstrations.

Course Schedule:


Current Philosophy and Principles of NDTICF ModelLab I


Overview of Typical DevelopmentLab II

4:30 End of Day One

Day Two 8:30 Morning Content (with a 15 minute break)

Overview of Atypical DevelopmentPromoting Function through Core Stability Lab III


Assessment & Treatment DemonstrationApplication of an NDT Treatment Planning WorksheetLab IV

4:30 End of Day Two


Day Three 8:30 Morning Content (with a 15 minute break)

Writing Functional OutcomesPlanning TreatmentAssessment & Treatment Demonstration


Assessment & Treatment DemonstrationDiscussion of DemonstrationLab V

4:00 End of Course

Total Hours: 19 contact hours

Helping Children Function In the Classroom

Course Description:

This two day course is designed for the classroom faculty that teach and work with the children on a daily basis. Through lecture, lab, demonstration, observation of a treatment session, and a lab session with a child chosen from the classroom; the attendees will learn how positioning and movement impact the functioning of the child in their environment. Emphasis is placed on facilitating the child to achieve their highest level of function while participating in the daily routine of the classroom. This class is very practical in nature. Objectives:

At the end of this workshop, the participants will

1. be able to name and point to the major bones of the skeleton.2. be able to point to at least 4 muscles that can cause secondary deformities in children

with neurologic deficits, and how to lengthen them through positioning.3. understand how the skeleton is moved by muscles.4. understand why a variety of positions is so critical to the child’s ongoing function in

the classroom.5. demonstrate at least 4 different positions, in good alignment, on a lab partner, that can

facilitate improved function in the classroom.6. understand how to put on and take off splints for the hands and feet.7. demonstrate walking a lab partner with assistance at a variety of points on the body to

give more or less support as the child needs.


Applying Theoretical Concepts to ProduceFunctional Outcomes in Infants and Toddlers

Jane Styer-Acevedo, PT, C/NDT

Description:

We are all looking to optimize the functional abilities of the infants and children we treat in an out patient or hospital setting and in their natural environments. This intermediate level two-day course teaches how to promote functional achievements and abilities using the current Neuro-Developmental Treatment Approach philosophy through lecture, demonstration, videos and most importantly, experiential lab. You will learn how to compare and contrast typical and atypical development as it applies to your client population between 6 months and 2 years of age with an emphasis on transitions from the floor up to vertical and early gait, how to enhance the abilities of the toddler in vertical, and how to promote typical gait in a toddler with motor and sensory challenges. If you are looking for ways to rejuvenate your therapy and improve your clients’ abilities, look no further! This course is highly recommended for PTs and OTs and their assistants who currently work with infants and toddlers between 6 months and 2 years. Prior assessment and treatment experience and working knowledge of the ICF Model is highly recommended.

Objectives:

During this workshop, participants will be:1. Applying current philosophy of the Neuro-Developmental Treatment approach to the

assessment and treatment of infants and toddlers.2. Observing infants and toddlers and categorizing the strengths and limitations according to

the ICF model via video and live demonstrations.3. Understanding and articulating at least six characteristics of atypical development with

emphasis on recognizing the differences between hypotonia and hypertonia and the characteristics along the spectrum of muscle tone as it applies to functional skills.

4. Observing and identifying skills required for attaining vertical in development, pre-gait skills, and early gait skills in the typical population and with infants and toddlers with motor and sensory challenges.

5. Facilitating another individual through desired movements and transitions while inhibiting undesired movements in lab.

6. Facilitating a doll through transitional skills up to vertical in preparation for gait. 7.

Schedule:

Day One8:00 Registration8:30 Current Philosophy and Principles of NDT

Comparison of Typical and Atypical Development between 6 months and 2 years of ageLab I

12:00 Lunch 1:00 Assessment & Treatment Demonstration

Discussion Lab II

4:30 End of Day One

Day Two 8:30 Pre-gait and Early Gait Skills

Promoting Function through Core Stability Lab III

12:00 Lunch 1:00 Assessment & Treatment Demonstration

DiscussionLab IV

4:30 End of Course


Transition to Preschool or Kindergarten – The NDT Perspective For Classroom Participation: Preparation For Success In Mobility, Fine Motor, And Self Care Tasks

Objectives:

At the conclusion of this workshop, participants will be able to:1. Apply the principles and theory behind the Neuro-Developmental Treatment Approach

providing for the basis of classroom treatment and preparation.2. Identify the sensory, motor, cognitive, and attention requirements for attendance at

kindergarten.3. Assess the current strengths and abilities of a child in preparation for preschool or

kindergarten and with the family and educational team, write the goals for success in the school setting.

4. Demonstrate the required qualities for working with the classroom teacher and aides with regards to a child in their classroom.

5. Identify and treat a child towards successful completion of designated gross motor and fine motor skills in the classroom.

6. Facilitate transitions and movements required for mobility in the classroom and on the playground.

7. Facilitate completion of self-care tasks, with or without assistance, appropriate to the classroom.

8. Facilitate the skills required for success in the classroom such as written or verbal communication, self-care skills, and playing with peers with or without classroom assistance.

Schedule:


Current NDT Theory and Principles of PracticeWhat it Takes to Be a Kindergartner!Handling Lab I

12:00 Lunch (on your own)1:00 Afternoon Content (with a 15 minute break)

Client Assessment and Treatment DemonstrationMobility Skills in the Classroom and BeyondHandling Lab II

5:00 End of Day

Day Two8:00 Morning Content (with a 15 minute break)

Evidenced-Based Intervention for SuccessWriting Functional Outcomes for SuccessHandling Lab III

12:30 Lunch (on your own)1:30 Afternoon Content (with a 15 minute break)

Client Assessment and Treatment DemonstrationHandling Lab IV

5:00 End of Course


Connecting the Dots Between Medically Complex to Functionally Competent, An Advanced NDT Course for Infants and Toddlers

Course Description:

This 5-day advanced NDT course is designed to enhance critical thinking skills necessary to improve function in medically complex infants and toddlers. The course will cover current research, philosophy and principles of NDT treatment in paediatrics. It will lay a foundation of normal development and cover the essential neuromuscular, musculoskeletal, sensory/perceptual, and postural elements necessary to enable functional mobility and communication in the medically complex infant and toddler. This will be discussed in contrast to the child facing challenges to optimal function. The participant will learn treatment strategies to optimize strengths and minimize the barriers to the motor, adaptive and communicative functions of the medically complex child. Participants will learn via observation of children’s assessment and treatment demonstrations by the instructor, via videotape sessions, group problem solving, and practice through course handling labs with peers and therapy dolls.

Course Objectives:

By the end of this course, the participant will learn: 1. The current neuroscience basis for Neuro-Developmental Treatment.2. To compare and contrast typical acquisition of skill to that of infants and toddlers facing

multiple physiological, physical, and sensory challenges.3. To identify the essential postural, neuromuscular, musculoskeletal, and

sensory/perceptual elements necessary to gain postural control for an identified functional outcome for a client.

4. To identify the missing elements for changing functional skills in infants and toddlers who are medically complex and who have developmental and/or neuromuscular challenges.

5. To prioritize treatment strategies towards an effective and efficient sequence towards a functional outcome.

6. A minimum of 10 treatment interventions for gaining proximal stability.7. A minimum of 10 treatment interventions to improve transitional skills.

Course Schedule:


Current NDT Theory and Principles of TreatmentNDT Enablement Model

12:00 Lunch1:00 Afternoon Content (with a 15 minute break)

Typical Development Through the First Year of Life Lab I

4:30 End of Day One Day Two8:30 Morning Content (with a 15 minute break)

Details of a Client AssessmentLab II


Assessment & Treatment DemonstrationDiscussionLab III

4:30 End of Day Two


Day Three8:30 Morning Content (with a 15 minute break)

Treatment Planning Towards Functional OutcomesLab IV


Assessment & Treatment DemonstrationDiscussionLab V

4:30 End of Day Three

Day Four8:30 Morning Content (with a 15 minute break)

Video Observation & AnalysisGroup Problem-SolvingLab VI


Assessment & Treatment DemonstrationDiscussionLab VII

4:30 End of Day Four Day Five8:30 Morning Content (with a 15 minute break)

Video Observation & AnalysisGroup Problem-SolvingLab VIII


Assessment & Treatment DemonstrationDiscussion

3:00 End of Course

Total contact Hours = 31 hours


Enhancing Functional Outcomes for Middle School and High School Students Using a NDT Approach

Course Description:

This course is a must for therapists who embrace the concept and encourage preteens and teenagers to strive to achieve a higher level of function. The diverse population of middle school and high school students with neurological impairments present with unique functional challenges as their bodies continue to grow and change. This lab-based course will use the theory, principles, and neuro-scientific basis of the Neuro-Developmental Treatment Approach along with the International Classification of Function (ICF) originally from the World Health Organization (WHO) to promote effective function in the school environment. Assessment and task analysis will be emphasized to enhance problem-solving skills and analytical thinking towards effective and efficient treatment sessions that are meaningful to the student. Case studies and interactive group discussions will be used to set functional goals in relationship to the IEP and develop treatment plans that can be “life changing” in the school environment.

Objectives:

The participant will complete the course with the ability to:1. Discuss Neuronal Group Selection Theory and Dynamic Systems Theory as they relate to the neuro-

scientific basis of NDT.2. Utilize the International Classification of Function in documenting and discussing a student’s status

and needs.3. Discuss goals and dreams of middle school and high school students who wish to improve their

functional abilities in school and at home.4. Write goals/outcomes for the middle and high school student as regards their gross, fine, and oral

motor functional abilities.5. Write goals pertaining to their sensory/perceptual awareness and abilities in the classroom and

peer-group environments.6. Complete a task analysis on multiple functional skills that are important to middle school or high

school students. 7. Develop and complete a treatment session that is applied to the achievement of a functional goal set

by the student and therapist for use in school or at home in support of daily function in the school. 8. Demonstrate at least 5 treatment strategies on a colleague in the course that can be applied to the

middle school and high school population.9. Demonstrate at least 5 skills that can be embedded into the daily routine of the individual who is

motivated to achieve a more functional skill level in self-care at home and in school.

Schedule:

Day One:8:00 Registration8:30 Living the Student’s Daily Life – What is Function? What is Independence?

Developing Treatment Outcomes and Planning TreatmentMovement Lab

12:30 Lunch1:30 Treatment Demonstration and Discussion3:15 Movement Lab (to 4:30)

Day Two8:30 Case Presentation

Group Problem-solvingPresentationsMovement Lab

12:30 Lunch1:30 Demonstration and Discussion3:00 Break3:15 Movement Lab (to 4:30) (15 contact hours with 2 hours for pre-reading and test.)


Schedule - paediatricworkshops.com.au JSA C… · Web viewLearn and demonstrate at least 4...

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