Erin Ross feeding method recommended by NANN

Erin Ross Education Resources[/caption]

We are very excited to announce that our esteemed faculty member Erin Ross has had her  SOFFI Method© of feeding recommended by the National Association of Neonatal Nurses.

The National Association of Neonatal Nurses recently published the Infant-Directed Oral Feeding for Premature and Critically Ill Hospitalized Infants.  They state “To optimize the use of this guideline, it is recommended that the Supporting oral Feeding in Fragile Infants (SOFFI) Feeding Algorithm ((C) 2013 by Erin Ross) be used concurrently.” They also state “the use of the SOFFI in conjunction with this guideline is highly recommended.  The SOFFI algorithm is grounded in similar principles as described in this guideline.”

Erin offers her SOFFI Method© : Supporting Oral Feeding in Fragile Infants
March 21-22, 2014 – Ft Lauderdale Area, FL
April 5-6, 2014 – Cincinnati, OH
October 24-25, 2014 – New Brunswick, NJ

“Dr. Ross is a wonderful speaker who presented the information in an easy to understand format and answered all questions above & beyond my expectations. This course is wonderful for therapists of all levels. You can feel the passion Dr. Ross has for treating and teaching about infant & premature development and feeding. i was able to apply information to past & present clients/patients and leave with immediate confidence & supportive research for application in process.” – Jessica VanBrocklin, SLP 

National Association of Neonatal Nurses
“This guideline offers evidence-based protocols that can be individualized to an infant’s abilities (infant-directed) and acknowledge the family as the primary caregiver and feeder (family-centered). Guidance is provided for nurses to help parents interpret infant cues during feeding, problem solve infant behavior issues, and explore interventions to support the infant’s self-regulation throughout feedings. Based heavily on the literature, this guideline offers a consistent approach and language for all caregivers, including family members, in the pursuit of optimal oral feeding outcomes.”

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Movement Enhances Learning Behaviors – with John Pagano

 

John Pagano John Pagano[/caption]

We would like to share this blog discussion from: John Pagano, a renowned member of Education Resources’ Faculty  

John is teaching his popular conference: Effectively Treat Behavior in Children with Autism Spectrum and Other Sensory Challenges

May 2-3, 2014 – Las Vegas, NV
September 27-28, 2014 – Jacksonville, FL October 10-11, 2014 – Coon Rapids, MN

Please click above for full course details, to download a brochure or to register for the course.

 

Appropriate behavior for learning is enhanced by engaging sensory activities that teach rule based inhibitory movement control. Behavioral problems frequently involve inadequate inhibitory control of movement involving the arms (e.g., punching, slapping, scratching), legs (kicking) or mouth (e.g., spitting, biting, threatening, screaming, swearing). Teachers can collaborate with occupational, physical, speech/language, and mental health therapists to enhance self-control using developmentally appropriate movement activities with children and adolescents who have behavioral, mental health, sensory processing, and/or developmental challenges. A major obstacle in teaching youngsters with behavioral challenges is motivating them to participate in challenging activities to enhance their development. Children and adolescents find movement activities engaging and fun. Involving students in brief developmentally appropriate movement brake activities enhances academic transitions, self-control and learning. Helpful activities include: playground tasks, parachute games, Simon says, red light, giant steps freeze dance, freeze shake, play plan, play review, obstacle courses, and movement to music (10 little hotdogs, Hokey-pokey, If your happy and you know it, Hot cross buns, We all need somebody to lean on).
John PaganoAdditionally, basic yoga and mindfulness activities provide sensory movement that is useful as a pre-correction technique (e.g., activity used before problematic situations like school assemblies or lunch time). Pre-school and elementary classes benefit from mindfulness and basic yoga tasks such as the: wall pressing, tensing then relaxing their muscles, mindful clock, body scan, feel your feet, feel your palms, stretching activities, and isometric exercises. Children with behavioral and sensory processing problems often show improved behavior following movement activities involving slow linear movement and deep pressure (e.g., pushups, wall pushups, desk pressing, rocking onto their hands on their stomachs over a therapy ball). Helpful activities for students with behavioral and sensory processing challenges who are integrated into a regular education program include: setting the table, moving mats, moving tables, moving chairs, passing out books, and delivering notes or packages to teachers through out the school.

Finally, special accommodations can sometimes be made for children who are John Paganoacademically bright but have difficulty maintaining a sustained seated position. Sitting on therapy balls, sitting on disk-o-sit cushions, standing in a masking taped area, or using a sensory area in the back of the class where they can do there work without disturbing or being disturbed by others. Rolling to read and rolling to math are useful activities for children who can’t remain seated but are capable of academically advanced work. During resource room, occupational and speech/language therapy, and home work sessions they roll across the floor then read a chapter in a book or complete several math flash cards. After completing the reading or math they are reinforced then roll again and do the next chapter or flash cards. Particularly for preschool, kindergarten, and all students who have behavioral, psychiatric, developmental, sensory processing, and/or trauma history challenges it helps to include movement activities in the classroom. Students are initially taught the cardinal rules for movement tasks: “Don’t touch any body or anything with out permission, and resume good learning after so we can do this activity tomorrow (if not we will skip this activity tomorrow then try it again the next day and I’m sure you will do much better”). Teachers and principles understand that students benefit from movement engaging the bodily-kinesthetic, interpersonal, and musical intelligences. While the teachers I work with and I am accused of “coddling students” and “wasting time” by using movement activities in the class room, no one can dispute our data showing this method results in increased academic goal achievement and decreased behavioral problems. References: Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants & Young Children, 20(2), 84-101. Flook, L., Smalley, S., Kitil, M., Galla, B., Kaiser-Greenland, S., Locke, J., Ishijima, E., Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70-95. Koester, C. (2012). Movement based learning for children of all abilities. Reno, NV: Movement Based Learning Inc. Riggs, N.R., Greenberg, M.T., Kusche, C.A., Pentz, M.A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 7(1), 91-102. Warner, E., Koomar, J., Lary, B . & Cook, A. (2013). Can the body change the score? Application of sensory modulation principles in the treatment of traumatized adolescents in residential treatment settings. Journal of Family Violence, 28(7), 729-738.

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PT looking for eligibility guidelines for ESY (extended school year)

Dina Posts:

DEAR ERI COMMUNITY: I am a NY licensed physical therapist who works in a public school setting preschool-age 21. The challenging task of annual review time, facilitating IEP goals and recommendations for the extended school year (ESY) are upon us. I am looking for input/guidelines from other facilities regarding the eligibility for children to receive ESY physical therapy in a school setting. It is often difficult to provide significant proof of substantial regression which allows a student to receive PT during the six week summer program yet it is just as difficult to discontinue services with the hopes of them not regressing. Many of the more physically involved students are automatically eligible for services. What do other PTs recommend for a child with Down syndrome who is ambulatory but fatigues easily or children with CP, orthopedic conditions, developmental delays or motor planning issues? I understand that each child’s IEP is “individualized” and there is no “right or wrong” answer but I would love to hear how other schools determine ESY eligibility or lack of. Thank you.

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The Physical Therapists Role in Preventing Rehospitalizations

New regulations and payment models depend upon successful patient discharge home without a re-admission in the immediate future. Physical therapists will play a huge role in determining whether or not a patient is “ready for discharge” home and once home, to continue their care and safety planning. 

This is an opportunity to re-write “best practices” in home care for the entire team. In the end the patient should benefit by preventing a physical decline that could occur, especially with the short acute care stays we are currently seeing and with patients coming home sicker and sicker. 

Are you ready for this paradigm shift? How will it affect the care you give? If you work in home care, do you see closer collaboration with the discharging hospital’s physical therapist as being necessary? If a home care patient refuses treatment for “not feeling well”, how do you handle that so someone is staying on top of the situation? Do you get nursing involved with a visit that they (perhaps) were not planning? What frustrations do you face in home care that will make this difficult? Is your home care agency preparing you properly for these changes? 

We look forward to hearing from you on these issues. Please share your ideas and your experiences as well as your frustrations.

 

 

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