Technology… Friend or Foe for The Therapist

Education Resources TechnologyAt our annual “Therapy in the Schools” conference this fall, our distinguished technology speaker,Kelly Charlebois admitted that she was put “off balance” when she downloaded iOS 7 on her iPad and iPhone and saw a whole new screen and then realized that she did not know how to close open programs anymore, as that was one of the changes that came with the new software.

Besides that fact that she made me feel better (I had to call my son to figure out how to close the programs!), imagine how the kids we work with (and the adults) who use the iPad to assist them with a myriad of challenges will view these seemingly random changes. 

Assistive and educational technologies are changing the way students learn in the 21st century classroom. New apps and accommodations that help keep students focused and moving forward on their goals are constantly being developed for the iPad. However, the sudden “changes” and “upgrades” may be frustrating to some.

Kelly ended with this quote:
“For Americans without disabilities, technology makes things easier.  For Americans with disabilities, technology makes things possible.”      Mary Pat Radabaugh

What strategies have you used in the classroom with students? What apps and programs have you found useful? Are you frustrated or delighted by the upgrades and changes that occur every few years?

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Survey: Pediatric Occupational Therapy Assessment Tool

Please help fellow therapist by completing her survey:

DEAR ERI COMMUNITY: 

I hope this message finds you well. My name is Rachel Tudor. I am current OT LEND trainee at the Riley Child Development Center in Indianapolis, IN as well as a pediatric OT working in early intervention and outpatient practice. As part of my training with the LEND program, Dr. Fengyi Kuo and I have developed a survey to look at the use of Pediatric Occupational Therapy Assessment Tools in Occupational Therapy. 

The survey link and study purpose are included below for you to review and complete at your convenience. Also, should you have suggestions on how to distribute the link to colleagues who practice in pediatrics, early intervention, and schools, we will appreciate your input. The survey takes only 5-10 minutes to complete. 

Pediatric Occupational Therapy Assessment Tool Survey
https://www.surveymonkey.com/s/MLNHDXY 

The purpose of this study is to gather information regarding currently utilized pediatric occupational therapy assessment tools. We hope this survey helps us to ensure high quality of care for our patients that is consistent with current practice patterns. Additionally, we hope to utilize information gathered from this survey to provide relevant training to occupational therapy students regarding currently utilized Occupational Therapy assessment tools. 

We look forward to gathering your responses as well as hearing any input on how to disperse the survey. Feel free to forward along to any other pediatric occupational therapists. 

Thanks so much for your time and contribution to our practice! 

Rachel Tudor, MS OTR
Occupational Therapist
Rehabilitation Services
Riley Hospital for Children at Indiana University Health
702 Riley Hospital Drive Room 1372 Indianapolis, IN 46202
317.944.8211  l 317.944.1141 (fax)
rtudor@iuhealth.org
Discover the strength at www.iuhealth.org

 

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PT looking for Suggestions for IEP Goal Writing for the Autistic Population

Kristen, PT, Posts:

DEAR ERI COMMUNITY: I am a school related PT working with kids in cyber school setting. I worked in the school setting following college for several years and then took another several years off while raising my 3 children. Going back to work in this new setting is challenging in many ways. First of all I am the only PT employed by this center and lack a professional peer group. I happened upon this website looking for suggestions for goal writing with children that are not in the traditional school setting but are young (5-8) and would have difficulties in a traditional school setting. For example, the children don’t have access in their current educational environment to heavy doors, stairwells, playground equipment, etc., but I feel as if they should be prepared in the event that they do attend a traditional school in the future. I am also curious about writing goals for children with autism who lack motivation to participate in many gross motor activities such as ball skills. Is it appropriate to work in these areas? Consistent performance of skills is difficult with behavior issues therefore traditional goal writing methods I previously used are complicated. Many of my clients have autism and this is new compared to the large percentage of children with cerebral palsy that I commonly treated in the past. Any related information or suggestions you could share or links to IEP goal writing for the autistic population would be helpful. I am really excited to have found this website!!!

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OT’s – Strategies for Patients with TBI

 

People experiencing sensory issues can benefit from coping techniques

 

 

 

We would like to share this article from Advance Magazine

http://occupational-therapy.advanceweb.com/Features/Articles/Strategies-for-Patients-with-TBI.aspx

“Patients with traumatic brain injuries (TBI) face many obstacles on their road to recovery. Dealing with sensory issues is just one of many issues, but it’s a big hurdle to overcome. Having sensory issues means a patient could have various problems, from not being able to tweeze their eyebrows or put on makeup to not being able to tolerate a grocery store trip, dining at a restaurant, or sitting in a crowded waiting room”.

Education Resources CEU Course:

Vestibular and Balance Rehabilitation In Post Concussion Syndrome

Gaye Cronin

February 22-23, 2014 – New Brunswick, NJ
September 27-28, 2014 – TBA
November 21-22, 2014 – White Plains, NY

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Making the Case for Respiratory Muscle Training in Routine Physical Therapy Practice

 

The reported clinical benefits of respiratory muscle training include improved pressure generation by the respiratory muscles, reduced dyspnea, increased functional activity and endurance, and heightened athletic performance. However, respiratory muscle training has not yet been widely adopted into routine physical therapy practice.  Many patients have disuse atrophy from a variety of causes such as COPD, MS, peripheral nerve injuries, SCI, prolonged bed rest, or being on prolonged mechanical ventilation.

How do we determine which patients may benefit from respiratory muscle training, and how do we characterize the essential components of an exercise prescription designed to improve the performance of the inspiratory and expiratory muscles?

We do know that reversing respiratory muscle weakness and fatigue can improve patient outcomes, function and subsequent quality of life.

On the one hand, do we have evidence for this type of physical therapy? On the other hand, why would strengthening these muscles be any different from the other muscle strengthening and endurance training we do? 

Clinicians: What types of exercise and at what frequency is best? What clinical signs do you monitor when performing your therapy? Does strength come back along with endurance to reduce the perception of dyspnea or do you see one before the other? How do you gauge progress?

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