Education Resources Blog

Calling all Physical Therapists and Physical Therapist Assistants in Virginia


A reminder for all Physical Therapists from Virginia: your required 30 hours of continuing education (a minimum of 20 contact hours must be type 1) need to be completed by December 31st 2014, and Physical Therapist Assistants must complete 30 hours. (a minimum of 15 contact hours must be type 1) 
We are offering dynamic Type 1 CEU courses in Virginia through the end of the year.

CEU information:
Virginia Physical Therapy Association approves CEU courses from Education Resources as we are approved by other state agencies and by BOC.

Upcoming Courses:
Please click on a link for a full course description, faculty bio, course brochure including a schedule and registration information. 

Treating Complex Neuro and Geriatric Patients: Falls Prevention and Balance
Carole Burnett
November 7-8, 2014 – Salem, VA

Improving Outcomes for the Medically Complex Patient: Acute Care, Home, Rehab, SNF, OPD
Suzanne Clark
November 15-16, 2014 – Fairfax, VA

 

 

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New Appointment for Distinguished Faculty Member Richard Clendaniel


Richard Clendaniel, PT, PhD

Richard Clendaniel, PT, PhD

Education Resources is pleased to announce that our acclaimed faculty member Richard Clendaniel, PT, Ph.D., has just been appointed to the Medical Advisory Board for VEDA; Vestibular Disorders Association

Richard is an assistant professor in the Department of Community & Family Medicine, Doctor of Physical Therapy Division, Duke University Medical Center. He received his MS in Physical Therapy from the University of Alabama at Birmingham. He was a clinician and faculty member at UAB for several years before receiving his Ph.D., in Behavioral Neuroscience (Department of Psychology) from UAB. He completed a two year post-doctoral fellowship in neuro-otology with Susan Herdman, Ph.D., PT. Prior to joining the faculty at Duke, he was on faculty at Johns Hopkins University School of Medicine, Department of Otolaryngology -Head and Neck Surgery, where he was director of the Vestibular Rehabilitation program. He maintains an active practice evaluating and treating patients with vestibular disorders and dizziness. His primary research is in the normal function of the vestibular system and the plasticity of the vestibular system following injury.



We are thrilled to offer Richard’s Courses:

Vestibular Rehabilitation: Evaluation and Management of Individuals with Dizziness and Balance Disorders Day 1-2

Vestibular Rehabilitation Advanced: Intensive Labs 

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Wonderful Testimonial for Acute Care Course


Testimonial from Vivian 
Attendee at Management of Acutely Ill Patients – KY 

“This particular course has given me clarity on how my treatments can profoundly improve my patient’s outcomes. I feel like I now have a voice in the medical field laced with evidence based knowledge and am seeing the immediate positive outcomes! “

Komal Deokule is presenting this course in multiple locations in 2014 and 2015, with some dates yet to be scheduled.

October 17-18, 2014 – Portland, OR
December 5-6, 2014 – East Point, GA
January 24-25, 2015 – Denver, CO
May 29-30, 2015 – Jacksonville, FL

Carmel Valley physical therapist helps people with heart and breathing problems improve quality of life
Click here to read about Komals physical therapy facility designed to help people with heart and breathing troubles improve their mobility and quality of life.

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The Affordable Care Act: New Opportunities for Cardiac Rehabilitation in the Workplace?


As cardiovascular health takes on a greater focus under the Affordable Care Act  opportunities for therapists to take on a greater role in this area  will be rapidly expanding.  

The current era of health reform in the United States that has been stimulated by the Affordable Care Act provides an ideal opportunity to reconsider worksite health programs as an essential partner in the health care team.

Are you up-to-date in addressing the latest management of cardiovascular disease and cardiac complications?

We offer relevant CEU courses that will benefit your practice:

Improving Outcomes for the Medically Complex Patient: Acute Care, Home, Rehab, SNF, OPD
Suzanne Clark

Management of Acutely Ill Patients: An Evidence Based Approach from a Cardiopulmonary Perspective
Komal Deokule

Maximizing Cardiovascular and Pulmonary Function in Patients to Decrease Re-Admissions and Reach Optimal Outcomes. If You Can’t Breathe Nothing Else Matters
Donna Frownfelter

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APTA Releases Physical Therapist Practice Guide, Free to Download Until September 30


The American Physical Therapy Association (APTA) has released the Guide to Physical Therapist Practice 3.0. The latest version provides update to date information on the evolving physical therapy profession

An overview from PT products: The new online only resource aims to offer more dynamic content while continuing to deliver the most comprehensive description of an evolving profession, according to an APTA news release. The newest version of the guide is focused on physical therapists (PT) and physical therapist assistants (PTA) 

The Guide is available for free here  

How are you seeing practice evolve?

What are your new professional development needs?

We’d love to hear from you!

 

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Calling all Occupational Therapists from Florida


A reminder for Florida Occupational Therapists: your required 26 hours of continuing education need to be completed by February 28th 2015.
We are offering many dynamic courses in Florida through 2014 and early 2015.

CEU information:

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Education Resources is an Approved Provider by the Florida Board of Occupational Therapy – CE Broker

 

 

Please click here for a listing of our evidence-based, relevant courses that are immediately applicable to your practice.

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John Pagano – Fabulous Testimonial for our Highly Acclaimed Faculty Member


Testimonial from Debbie:

Outstanding Course! John is extremely knowledgeable and very helpful. Very interactive instruction. There was so much more information packed into this course that most other CEU courses I’ve attended. The handout provides us with excellent tools to use for treatment ideas and continual resources. Take this course  - you won’t regret it!

John Pagano

John Pagano

John Pagano PhD., OTR/L is presenting his popular course:  Effectively Treat Behavior in Children with Autism Spectrum and Other Sensory Challenges twice more this year:
September 27-28, 2014  Jacksonville, FL
October 10-11, 2014 – Coon Rapids, MN

with multiple dates coming up in 2015:
April 10-11, 2015 – Houston, TX
May 2-3, 2015 – Detroit, MI
October 23-24, 2015 – Monroe, NC
November 20-21, 2015 – New Brunswick, NJ

Please click here for Course information, to download a brochure or to register

 

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Considering Getting an AOTA Specialty Certification in Feeding and Swallowing?


Did you know that many of our feeding and swallowing courses can serve to meet the objectives you set for yourself to become certified for advanced practice

Applicants for advance certification are welcome to use any continuing education course that covers this topic in order to meet a criterion for certification. For feeding, eating, and swallowing, you may reference the SCFES Part 2 – Portfolio of Evidence Forms under “Formal Learning” at the AOTA website in order to see what is required by applicants. You may use up to 10 continuing education/contact hours to fulfill the “formal learning” portion of the requirement. 

You may search our website by an area (“pediatrics”) or by speaker to see which feeding courses will be in your area. Most of our 2015 feeding courses already have a home, so plan now to attend at your convenience!

Please click here for a listing of our current feeding courses

Posted in Feeding, Professional Development | Tagged , , , | 1 Comment

School-based PT Seeking Advice on Writing Educationally Relevant Goals?


AMY POSTS

DEAR ERI COMMUNITY: I have a question that I have struggled with the answer for a while now. I understand how our services as school based therapist are supposed to be educationally relevant. We get referrals of children of all types for services. What do my fellow PTs do with the child whose gross motor skills are behind that of his peers? I always try to make things functional for access to the school environment. Do you ever write goals/objectives for children who can’t hop on one leg or balance on one leg, skip, jump consecutively etc? In the past I have, but we are having to revamp how our goals are written to support the present level of performance in the educational environment. The only standardized test I have available has been the Peabody and really I don’t see how that test is educationally relevant except for the stairs,walk, run part. So if you get low scores, the parent still feels you should see the child even if they can maneuver in the school. We have ordered the School Function Assessment recently but have not used it yet. Seems it does not even look at gross motor skills. Do you include higher level gross motor skills goals if it is a deficit for the child? And how do you write said goals on the IEP if you do so? I just want some pointers so I know if I am doing the right thing. I typically include goals for gait, stairs, and balance/coordination GMS, but it seems best practice is steering away from this. Advice please

Posted in Dear ERI - Clinical Challenges and Gems, School Based Therapists | Tagged , , , | 25 Comments

School Sensory Modulation Strategies – John Pagano


Our Faculty member John Pagano has a great blog: FAB STRATEGIES That Improve Self Control

We would like to share his recent post with you:

Sensory modulation strategies, a component of sensory integration intervention, help improve behavior and reduce the need for harsh discipline in schools. Sensory modulation strategies teach students to be aware of and regulate their arousal levels for appropriate behavior and learning.  Sensory modulation strategies are particularly useful for students with behavioral, mental health, trauma history, developmental, and/or sensory processing challenges.

Sensory modulation strategies help students adjust their arousal level for improved self-control. They learn to notice whether their arousal level is low (they feel numb), medium (just right for learning) or high (too hyper to pay attention) and use coping strategies to adjust their energy level.

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Most students learn best when they’re in a quiet alert state rather than overly relaxed or excited.

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Maintaining appropriate arousal levels also involves social skills, as different levels of arousal are expected during class and at recess.  Occupational and mental health therapists can team with teachers to use sensory modulation strategies with students who have self-control challenges. Clinical research shows that sensory modulation strategies can improve behavior and reduce the need for restraints and other harsh discipline methods.

http://www.traumacenter.org/products/pdf_files/Can%20the%20Body%20Change%20the%20Score_Sensory%20Modulation_SMART_Adolescent%20Residential%20Trauma%20Treatment_Warner.pdf

Sensory modulation strategies are especially affective for students with severe behavioral, mental health, trauma history, developmental, and/or sensory processing challenges.  Students are taught to identify when they begin experiencing environmental and body triggers to use their most affective sensory coping strategies 

http://www.sensoryconnectionprogram.com/what_helps_poster_activity.pdf

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If sensory modulation or behavioral interventions alone are not working, combining both strategies using picture reminders can be helpful.

Busy teachers may sometimes attend to disruptive and ignore appropriate behavior, and reversing this can make a huge difference. For some students, individual sessions with an occupational and/or mental health therapist are used to teach sensory modulation, while others learn sensory modulation strategies by therapists working with the teacher or leading groups. Sensory modulation strategies can include teaching students to do pushups for self calming when they’re hyper or going to a quiet area for a few minutes to calm down so they won’t misbehave and are able to learn. Therapists need to try various strategies with students to find what works best.  Sensory modulation strategies in schools may involve the use of a quiet area in the class room,

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a sensory coping room

 

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adaptive equipment

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or bulletin boards reminding students of class rules  and sensory coping strategies.  Working together therapists and teachers can use sensory modulation strategies to improve their students’ behavior and learning.

Reference:

Chalmers, A., Harrison, S., Mollison, K., Molloy, N., & Gray, K. (2012). Establishing sensory-based approaches in mental health inpatient care: a multidisciplinary approach.Australasian Psychiatry, 20(1), 35-39. www.rompa.com/media/free-resources/establishing_sensory-based_approaches_in_mental_health.pdf

 

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