Introducing our New Faculty Member – Randy Fedoruk

Randy Fedoruk Randy Fedoruk[/caption]

We are thrilled and excited to announce to new addition to our team of faculty members: Randy Fedoruk

Randy has been practicing as a pediatric occupational therapist for over ten years.  He has experience working with infants, toddlers and school age children.  He has expertise in working with medically complex or medically fragile infants and toddlers and graduates from the NICU.  He has an extensive knowledge base and experience in conducting evaluations in early intervention programs across three states and school based evaluations in several school districts.  Randy provides intervention plans for children who have autism spectrum disorder and he creates sensory diets that can be incorporated into the children and family’s daily routines.  Randy has been an adjunct professor at Dominican College and Quinnipiac University and an Assistant Professor of Occupational therapy at University of Hartford and he has taught courses in neuroscience, splinting, assistive technology, theory or frames of reference, advanced practice skills and pediatrics.  Randy has lectured at national and international conferences.  He provides continuing education seminars and workshops to other professionals as well as mentoring and consultative services. 

Randy will be teaching a new course for us:

Intervention for the High Risk infants and Young Children (0-5):
Activites, Routines and Evidence Based Practice

August 1-2, 2014 – Baton Rouge, LA
November 15-16, 2014 – Hartford, CT

This evidence-based course is a two day interactive and dynamic workshop that will provide therapists with valuable information and tools to help address behavioral, sensory and feeding issues in the birth to five population. The course is designed for therapists at the intermediate level of practice. It will provide an overview of the top-down approach to evaluation and choice of tools to make evidence-based decisions regarding eligibility and treatment. Strategies to improve carry over and implementation of interventions within the home, community and pre-school setting will be discussed. Through small group discussions, case study presentations and interactive lessons, participants will enhance their clinical decision making skills.

Participants will be able to:
• Summarize the top down approach to evaluation using tools that can be used in early intervention and preschool
• Integrate the information gathered from interviews and tools into a comprehensive yet concise and accurate report
• Develop strategies for patient education and better carry over
• Discuss principles of evidence based practice  in treatment decisions and to integrate those decisions into treatment planning to address sensory, feeding and behavioral issues

Please contact us with any questions

]]>

Cindy Miles Reviews APTA article: Physical Therapy Management of Congenital Muscular Torticollis – CPG

 

Post from our Faculty Member: Cindy Miles

In the winter issue of Pediatric Physical Therapy 2013;25:348–394; the APTA – Section on Pediatrics published Physical Therapy Management of Congenital Muscular Torticollis: an Evidence-Based Clinical Practice Guideline (CPG).

Based on a systematic review of the literature the CPG offers the pediatric therapist applicable research related to evaluation, intervention and follow-up of infants with a diagnosis of torticollis. Sixteen action statements, a referral pathway and a severity classification guide the pediatric clinician’s decision making process. I would recommend that all clinicians treating infants and children with a diagnosis of torticollis review the guidelines and begin to incorporate the recommendations and severity classifications. 

Are you finding the guidelines helpful in your practice?  Are there any aspects that you disagree with?

 

]]>

 

Torticollis Calipers Anyone?

Annie Posts:

DEAR ERI COMMUNITY:

Hello! I am looking for some help. I am a pediatric physical therapist who treats a moderate amount of patients who have torticollis, some of which have plagiocephaly. I am looking for sliding calipers to measure head shape to assess the severity of plagiocephaly. Does anyone know where I can purchase them? I have looked online but all I have found are the industrial ones, so I want to make sure I get an appropriate type. Thank you!!! Annie ,DPT 

]]>

Spring Promotion for PT, OT and SLP CEUs

Spring flowersSPRING PROMOTION 
from
EDUCATION RESOURCES

Thank you for allowing Education Resources fulfill your professional development and continuing education requirements 

As a THANKYOU from us we would like to offer a 
$50 discount toward any conference fee     

Register now through June 30, 2014 
Apply code: “Spring2014″ 

Not to be used in combination with other discounts or course credits. Non-Transferable. Only one discount may be used per conference. Must be applied at time of registration, not for conferences previously registered for. Not for online courses.  

 

You can register online, call the office or fax in your registration.
Just mention the code! 

Please call, email or visit our website with any questions

 Thank you Mandy 

  Please click here for our full listing of courses

 

]]>

Evidence Based Practice: How Are You Measuring Outcomes; PART 4

SPEAKER BLOG SERIES:

Suzanne Davis

Suzanne Davis

Following a period of intervention children can be assessed using the GAS scaling and be given a numeric score.  This can be used not only on an individual basis but also on a larger scale to assess programs and to conduct research. 

According to McDougall & King, 2007, the scale should meet the following criteria:

  • Have clinically equal intervals between all scale levels
  • The amount of change between levels should be clinically relevant
  • Change should be measured using just one variable keeping other variables constant
  • Identify a timeframe for the achievement of the goal

Here is an example:

SMART GOAL: Child will transfer from sitting in his wheelchair to standing at his desk by pushing through both hands on the armrests, having his feet hip width apart while bringing his COM forward over his BOS and sustain standing for 10 seconds in anticipation of his walker being placed behind him, 3 out of 5 trials, by (date).

GAS SCALE:  The bolded words indicate the variable being measured and the amount of change.

-2

sustain standing for less than 5 seconds

-1

sustain standing for 5 – 9 seconds

0

expected

outcome

Child will transfer from sitting in his wheelchair to standing at his desk by pushing through both hands on the armrests, having his feet hip width apart while bringing his COM forward over his BOS and sustain standing for 10-14 seconds in anticipation of his walker being placed behind him, 3 out of 5 trials.

+1

sustain standing for 15-19 seconds

+2

sustain standing for at least 20 seconds

 

Other examples of measurable variables besides time as in the above chart, could include, but are not limited to, variables such as distance, level of assistance, number of repetitions, and percentage of accuracy.  It is also possible to use developmental levels that are approximately equal in intervals.

GAS scaling provides therapists with a useful tool for documenting measurable, observable, functional change.  It is simple and inexpensive, and can be used to show change in an individual child as well as show change for the purpose of research.  This methodology shows promise for therapists by capturing meaningful outcomes for the children they treat thus leading therapists to best practice.  

We are thrilled to announce a new course coming in early 2015 taught by Suzanne Davis with new faculty member Kate Bain:

“Making and Showing Measurable Change in Neuro-Pediatrics”

Suzanne’s other course:
Contemporary NDT Treatment of the Baby and Young Child

]]>