Education Resources Blog

Looking for Approved PT CEUs for New Jersey Renewal? Deadline is Fast Approaching


Education Resources provides education that reminds therapists why they love what they do. Improve outcomes by improving patient care.
Don’t miss approved CEUs for the PT licensed in New Jersey and New York

Please click on a link for a full course description, faculty bio, course brochure including a schedule and registration information
Further courses may be added as venues become confirmed.

Courses below (in NJ and neighboring states) have been approved by the New Jersey Board of Physical Therapy Examiners or have applications being processed.

Treatment of the Hypotonic Child 
Linda Kliebhan
October 6-7, 2017 – New Brunswick, NJ

Assessment and Treatment of Children with Oral Motor, Feeding/Swallowing and Respiratory Function Challenges: Children with Neuromuscular Involvement 
Rona Alexander
October 6-8, 2017 – Valhalla, NY

Early Intervention for Infants and Young Children (0-5): Sensory, Feeding, Behavior
Randy Fedoruk
October 13-14, 2017 – Hamden, CT

Children’s Brains, Neuroplasticity, and Pediatric Intervention: What’s the Evidence?
Patricia Montgomery
October 13-14, 2017

NEW Vision, Ocular-Motor and Movement Strategies for Integrated Learning 
June Smith
October 13-14, 2017 – Cedar Knolls, NJ

Pharmacology Fundamentals for Therapists
Mark Nash
October 21, 2017 – Edison, NJ

Evidence Based Cancer Rehabilitation Resources and Its Role in Cancer Survivorship
Mary Calys
October 28-29, 2017 – Philadelphia, PA

Get Ready to Learn: Therapeutic Yoga Therapy in the Classroom 
Anne Buckley-Reen
November 2-3, 2017 – Edison, NJ

Practical Intervention Strategies for Children with Autism Spectrum Disorders: An Evidence Based Approach 
Stacey Szklut
November 4-5, 2017 – Middletown, NY

Functional Strengthening in Children
Maria Fragala and Maggie O’Neil
November 10-11, 2017 – Washington, DC

Intervention in the NICU: A Neurodevelopmental Approach
Roberta Gatlin
November 10-11, 2017 – Bayside, NY

Taping to Improve Alignment, Strength and Function in Children 
Jackie Grimentstein
November 10-11, 2017 – Pennington, NJ

Tools to Enhance Motor Control, Motor Learning and Strength for Function
Paula Cox
November 10-11, 2017 – Mountainside, NJ

Vestibular Rehabilitation: Evaluation and Treatment of Dizziness and Balance 
Jeffrey Walter
November 10-11, 2017 – Wilkes-Barre Township, PA

Vestibular Rehabilitation: Advanced
Richard Clendaniel
November 11-12, 2017 – West Haverstraw, NY

Effectively Treat Behavior in Children: Traumatic Brain Injury, Autism Spectrum Disorder, Sensory Processing, Cognitive Limitations, PTSD and Other Challenges 
John Pagano
November 11-12, 2017 – Staten Island, NY

The Zones of Regulation: A Framework to Foster Self-Regulation and Emotional Control
Leah Kuypers
November 15, 2017 – Framingham, MA

Annual Therapies in the School Conference
Multi Faculty
November 16-17, 2017 – Framingham, MA

Intervention in the NICU: A Neurodevelopmental Approach 
Roberta Gatlin
November 17-18, 2017 – Bayside, NY

Post Concussion Syndrome 
Christina Finn
November 18-19, 2017 – Staten Island, NY

Management of Acutely Ill Patients: An Evidence Based Approach from a Cardiopulmonary Perspective 
Komal Deokule
December 1-2, 2017 – White Plains, NY

If You Can’t Breathe, You Can’t Function – Introductory Course plus TWO days of Intensive LAB
Nechama Karman
December 1-3, 2017 – Wilkes Barre Township, PA

Mealtime Success: Solving Food Refusals with Self-Regulation Strategies and Evidence-Based Nutrition
Susan Roberts
December 1-2, 2017 – Washington, DC

Postural Control for UE and LE Function: NDT Approach, Motor Learning, Evidence Based Practice
Monica Diamond
December 2-3, 2017 – Alexandria, VA

NICU Therapy: Developmental Support from Admit to Home
Lisa Kleinz
December 2-3, 2017

The Zones of Regulation: A Framework to Foster Self-Regulation and Emotional Control
Leah Kuypers
December 7, 2017 – Iselin, NJ

NEW Myofascial Release and Its Application to Neuro-Developmental Treatment 
Gail Ritchie
December 8-9, 2017 – Mountainside, NJ

Treating Falls and Balance Problems
Jennifer Bottomley
December 9-10, 2017 – Somerville, NJ

Education Resources applies to the New Jersey Board of Physical Therapy Examiners for all relevant courses being held in New Jersey and neighboring states.
NJ PT and PTA licenses expire on January 31st, 2018 

Education Resources is an approved provider by the New York State Board of Physical Therapy.

ONLINE COURSES for the Pediatric and Adult Therapist

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Fetal Alcohol Syndrome – How Early Intervention Can Help


Children with Fetal Alcohol Syndrome often present with sensory or motor issues from infancy.

Education Resources  Inc offers this 3 day live, hands-on course:
“Contemporary NDT Treatment of the Baby and Young Child”
Suzanne Davis Bombria, PT, C/NDT
which will teach you to identify these sensory-motor issues, analyze function, and develop treatment strategies for the infant and toddler.

Jan Mc Elroy, PhD, PT, PCS, C/NDT similarly presents a three day, live, hands-on course which focuses on infants who are born preterm and who may present with global developmental delay. You will learn to identify and treat insufficient and atypical movement components seen in infancy that can interfere with the development of functional activities and the development of coordination. This course covers the respiratory, visual, medical and physical challenges to effectively formulate treatment techniques to meet the needs of these infants.

Infants Born Preterm: Identifying and Addressing Their Special Needs in Early Infancy to Support Development

We would like to share this article:

Therapy helps a child with fetal alcohol spectrum disorder
JILL DALY
Pittsburgh Post-Gazette – September 25. 2017

“………..therapists lately have seen more mothers using both alcohol and other substances in pregnancy. Treating drug-addicted babies has gotten a lot of attention, …..but the word about alcohol exposure isn’t getting out”.

“Early intervention can help with sleep disturbances, not gaining weight and feeding problems, and age-related typical milestones, such as crawling, walking and using the early sounds of language”.

“An occupational therapist can help the family overcome sensory-processing disorders………..They have a hypersensitivity to sound, to light, to touch, taste, smells.” 

“Although the brain is still developing up to the age of 25,………….much can be done before the age of 3”.

Please read the full article here: 
http://www.post-gazette.com/news/health/2017/09/25/Therapy-for-a-child-with-fetal-alcohol-spectrum-disorder/stories/201709260002

 

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Reflex Integration in the Schools


GUEST BLOGGER: Kathryn Biel

 

While performing the BOT-2, I ask a child to stand in tandem on my tape line. As the child attempts this skill, I immediately notice her arms internally rotating as her feet are internally rotating. She seems unable to move her legs without her arms following suit. I’ll do a little more testing, but that one thing sends up a red-flag warning—there’s an unintegrated Moro reflex.

Does it matter? Should I focus on it? Do I even mention it? Is it a school-based issue?

Let me look at this child a bit more: intelligent, emotional, impulsive, self-directed and strong-willed. Having difficulty with outbursts in school. The Moro reflex acts as a baby’s primitive fight/flight reaction and is typically replaced by the adult startle reflex by four months old. If a child experiences a retained Moro reflex beyond 4 months, she may become over sensitive and over reactive to sensory stimulus resulting in poor impulse control, sensory overload, anxiety and emotions and social immaturity. Some additional signs of a retained Moro reflex are motion sickness, poor balance, poor coordination, easily distracted, unable to adapt well to change, and mood swings.

So yes, it does appear this is impacting education. I’ve evaluated children who literally fall out of their seat in class due to an unintegrated Moro. A retained STNR (Symmetrical Tonic Neck Reflex) will impact a child’s ability to work in a desk, remaining seated while looking at the board and then down at the paper (i.e., copying information).  On the other hand, ask a roomful of adults to perform the starfish exercise (the exercise to integrate the Moro). Many will not be able to do it, which indicates that they are not fully integrated. Yet they are fully-functioning adults. Therefore, the presence of a retained reflex may not always impact education.

Assuming it is determined that the reflex is impacting education, the next issue is how to implement a reflex-integration program. Evidence shows that with daily performance of the exercises, reflexes can be integrated in about 6 weeks. However, caseloads and schedules don’t allow for a daily program, which requires creative thinking. Often I reach out to parents, have them come in, and teach them the exercises. Ideally, the program is done at home with homework. We all know it’s not an ideal world.

However, it makes no sense to me to pull a child for a 30-minute session and do integration exercises for at least half of the session, especially when the efficacy of doing the exercises one to two times a week is questionable. What else can we do? How can we help with this? Is there evidence to support these program?

To continue the discussion about retained reflexes, check out Janine Wiskind’s

Reflex Integration: Is it Relevant to my School-Based Practice

at the Eighteenth Annual Therapies in the School Conference.

~Kathryn Biel, PT, DPT

 

 

 

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Speaker Spotlight – Karen Jacobs EdD, OTR/L, CPE, FAOTA


ERI Faculty Memeber Karen Jacobs

Karen Jacobs EdD, OTR/L, CPE, FAOTA

ERI is honored to welcome Karen Jacobs as a new faculty member, and thrilled that she will be speaking at this year’s annual conference:

Therapies in the School
November 16-17, 2017 – Framingham, MA

Karen Jacobs is a clinical professor of occupational therapy and the program director of the distance education post-professional occupational therapy programs at Boston University. She has expertise in the development and instruction of on-line graduate courses. In addition to being an occupational therapist, Jacobs is also a certified professional ergonomist (CPE). She has a private practice in ergonomics.

Jacobs earned her BA at Washington University in St. Louis, her MS at Boston University, and her doctoral degree at the University of Massachusetts.

Dr. Jacob’s research examines the interface between the environment and human capabilities. In particular, she examines the individual factors and environmental demands associated with increased risk of functional limitations among populations of university and middle school–aged students, particularly in notebook computing, backpack use, and games such as WiiFit. Most recently, she is co-developing, with Dr. Nancy Baker at the University of Pittsburgh, the Telerehabilitation Computer Ergonomics System (tele-CES) for computer users with arthritis. The tele-CES is a remote systematic ergonomics program aimed a substantially reducing work disability among workers with any type of arthritis.

Jacobs is the founding editor-in-chief of the international, interdisciplinary peer reviewed journal WORK: A Journal of Prevention, Assessment and Rehabilitation, which celebrated its 20th anniversary in 2010.

Jacobs is a past president and vice-president of the American Occupational Therapy Association (AOTA). She is a 2005 recipient of a Fulbright Scholarship to the University of Akureyri in Akureyri, Iceland; the 2009 recipient of the Award of Merit from the Canadian Association of Occupational Therapists (CAOT); and recipient of the Award of Merit from the American Occupational Therapy Association in 2003.

Karen’s dynamic session at Therapies in the School 2017:

Using the iPad and Apps as Cognitive Support Technology in the Classroom
This hands-on workshop will discuss the iPad and Apps as cognitive support technology that can be used effectively in the classroom. Participants will use case studies to facilitate the selection of appropriate Apps to address cognitive challenges. 

Please click here for a brochure and detailed information

 

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Faculty Member Beth McManus Publishes Research: Therapy Use for Children With Developmental Conditions: Analysis of Colorado Medicaid Data


We would like to share this research report authored by:
McManus, Beth M. PT, MPH, ScD; Rapport, Mary Jane PT, DPT, PhD; Richardson, Zachary MA; Lindrooth, Richard PhD
published in:
Pediatric Physical Therapy: July 2017 – Volume 29 – Issue 3 – p 192–198

Study Purpose: To examine therapy use and spending for Medicaid-enrolled infants and toddlers with developmental conditions.

Methods: Sample infants and toddlers had a diagnosis (eg, cerebral palsy) or developmental delay (DD). Colorado Children’s Medicaid administrative outpatient therapy claims (2006-2008) were used to estimate differences, by condition type and number of comorbid chronic conditions (CCCs), of any physical therapy (PT)/occupational therapy (OT) and Medicaid PT/OT spending.

Results: The sample included 20 959 children. Children with at least 2 CCCs had higher odds of PT/OT than children with no CCC. Children with DD had 12-fold higher odds of having any PT/OT compared with children with diagnosis. Children with a DD and 2 CCCs had the highest PT/OT spending.

Conclusions: Medicaid PT/OT use and spending are higher for children with more CCCs and those with DD because children with DD receive more specialized PT/OT.

Click here for access to the full article

Beth McManus is taking a break from teaching for a while to spend time with her family, but we are honored that she will be teaching 2 more dates for us this year, and we want to make sure that you don’t miss them:

Advanced Clinical Practice in the NICU
October 6-7, 2017 – Indianapolis, IN
November 3-4, 2017 – San Leandro, CA

Click here for full course details, CEU information, to download a brochure, and for registration information.

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ERI is Joining our Professional Partners NANT to Celebrate Neonatal Therapists Everywhere


Internatioanl neonatal therapist weekWe would like to honor all our community of Neonatal Therapists and join NANT (National Association of Neonatal Therapists) to celebrate your dedication to premature and sick infants and their families and to acknowledge the work you do to improve your patients outcomes.

If you are a NANT member you will already be receiving the special Member-Only gifts and new resources in honor of your work and your week!

We ask you to look out for a special gift from ERI. To be Announced! 🙂

Join our Mailing List Here
To receive notifications about NICU specific CEU courses near you

Join NANT here

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Looking for Ohio PT CEUs?


 Just a gentle reminder 🙂 

If you are a physical therapist licensed in Ohio, Ohio PT CEUs from ERI
your renewal is due by January 31st 2018

We wanted to make you aware of these courses coming to Ohio prior to the deadline. 

Applications have been made/approved by the Ohio Physical Therapy Association

 

Advanced Clinical Practice in the NICU
Beth McManus
October 6-7, 2017 – Indianapolis, IN (OHPT Approval)

The Pediatric Brain: Functional Neuroanatomy the Visual-Vestibular System and Treatment Applications
Janine Wiskind
October 28-29, 2017 – Cincinnati, OH

Praxis: Evaluation and Treatment of the Clumsy Child
Barbara Connolly
November 3-4, 2017 – Sylvania, OH

Vestibular Therapy for the School-Aged Child and Adolescent
Inger Bueckner
December 1-2, 2017 – Oregon, OH

Baby Beats and Breaths:  Therapeutic Interventions for the Premature Infant with Cardiopulmonary Compromise
Holly Schifsky
January 19-20, 2017 – Akron, OH

Please click on the individual titles above for course description and schedule, CEU information, to download a brochure and for registration details.

Join our mailing list here

Celebrating 30 years of life-changing learning, ERI provides courses that remind you why you became a therapist. And why you love what you do. Learn skills you’ll use right away, through hands-on learning, both live and online, it’s about improving outcomes – by improving patient care. We strive to be your Preferred Provider – your go-to source for all of your continuing education needs.

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Case Report – Developing Overhand Throwing Skills for a Child With Autism With a Collaborative Approach in School-Based Therapy


We would like to share this Case Report authored by
Colebourn, Jennifer A. PT, DPT, MS; Golub-Victor, Ann C. PT, DPT, MPH; Paez, Arsenio PT, DPT, MS, CEIS published in:

Pediatric Physical Therapy: July 2017 – Volume 29 – Issue 3 – p 262–269

A case report featuring a multi-disciplinary school-based intervention to improve motor performance and physical activity participation in a child with autism spectrum disorder.

Purpose: This case report presents an interdisciplinary approach in school-based therapy, combining physical therapy and applied behavior analysis to improve the motor skills and the participation in recreational activities of a child with autism spectrum disorder.

Methods: A 9-year-old child with autism spectrum disorder participated in a 20-week gross motor intervention designed to improve the child’s overhand throwing ability, which included weekly physical therapy instruction and daily throwing trials using applied behavior analysis approaches.

Results: The child demonstrated gains in throwing accuracy, significant gains on measures of the Bruininks-Oseretsky Test of Motor Proficiency-2, the Test of Gross Motor Development-2, and the School Function Assessment.

Conclusion: This unique approach in school-based therapy demonstrates effective strategies for a multidisciplinary intervention to improve motor learning skills and participation in recreational activities in the school setting.

Click here for access to the full article. (you will need to be logged in as an APTA member to gain access)

Don’t miss hearing Jennifer Colebourn speak at our annual
Therapies in The School Conference
November 16-17, 2017 – Framingham, MA
“Using Evidence to Help Guide Decisions on Goals, Dosage, Frequency, Priorities and Interventions for Motor Issues in Autism”

Click here for full course details, CEU information, to download a brochure, and for registration information.

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Celebrating World PT Day – Why Did you become a PT?


Education Resources celebrates World PT day

As the World Confederation of Physical Therapy celebrates PT’s the world over, we would like to join them and recognize our community of physical therapists, and promote the idea of a global physical therapy community.

Please tell us what motivated you to become a PT? What do you love about being a PT?

Tell us your story below (in the comments section), and share with our community.

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ERI Announces Additional Dates for The Zones of Regulation Presentation


ERI is very happy to announce additional dates for:
The Zones of Regulation A Framework to Foster Self-Regulation and Emotional Control®
November 15th, 2017 – Framingham, MA
December 7, 2017 – Iselin, NJ
Leah Kuypers
 
Life is 10% what happens to us and 90% how we react to it.     -Charles Swindoll
Self-regulation is something everyone continually works on, whether we are cognizant of it or not.  We all encounter trying circumstances that test our limits from time to time.  If we are able to recognize when we are becoming less regulated, we are able to do something about it to feel better and get ourselves to a better place.  This comes naturally for some, but for others it is a skill that needs to be taught and practiced. This is the goal of The Zones of Regulation (or Zones for short).  

The Zones of Regulation® presentation provides teachers, therapists and parents with hands-on knowledge on the nature of self-regulation and strategies for improving self-regulation and emotional control in individuals of all ages. The presentation addresses topics such as: the brains involvement, typical development, sensory processing, emotional regulation, and executive functioning. Audience participants will learn an explicit, stair-stepped method and tools to guide students in utilizing The Zones framework across situations and environments to regulate sensory needs, impulses, and emotional states to social demands.

Leah Kuypers has practiced as an OT/autism specialist in school and clinical settings, specializing in self-regulation and social learning, and has worked with students of all ages and challenges, including anxiety, ADHD, and ASD. Leah created The Zones of Regulation, a framework designed to teach self-regulation, and is author of the book by the same name (2011, Social Thinking Publishing). In addition to working with students, she provides trainings and consultation to parents and professionals, and offers workshops on the Zones to groups across the country. She often presents with Michelle Garcia Winner.

Please click here for full course description, to download a brochure or to register

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