Neonatal OT Looking For Advice – Happy International Neonatal Therapy Week

Neonatal therapist week - Education Resources

Initiated 4 years ago by NANT, this week honors the world’s occupational therapists (OTs), physical therapists (PTs) and speech language pathologists (SLPs) who have chosen to focus their efforts and talents on supporting infants and families in the NICU.

To kick off this week we will be posting daily clinical challenges, questions and thoughts from our community of Neonatal Therapists.
We would welcome all comments, advice and suggestions, or please do post your own clinical challenges – we would love to share them!

Today’s Challenge Question (a reposting):

I am looking for a more detailed assessment that I can use with our 35-36 week preterms which I screen for development and feeding. I am happy with my assessment of neonatal reflexes, posture, tone and feeding, but feel that my sensory assessment is too general, especially in regard to visual function.

My second question is in regard to the Prechtl training. Could you give us your opinion on whether this is worth the investment and also if there are components of the assessment that would be accessible to those who cannot afford this training but would like to be able to identify at risk infants?

Lastly, as all NICU therapist’s know, there are often restrictions in this setting for the amount of time a neonate is alert and active without heading toward the point of no return, so if you have opinions on what parts of the developmental screening that are most pertinent to look at or vice versa, what parts are not as pertinent, ie, parts that can be sacrificed when time is of the essence, please advise. In these cases, I usually look at tone and feeding and postpone the reflex and sensory portion of the evaluation.

What are your thoughts?

Thanks!

Randi  MS, OTR/L

Please leave your reply below.

The National Association of Neonatal Therapists (NANT) and Education Resources, Inc. are proud  partners, strengthening the quality and accessibility of continuing education for neonatal therapists.

NANT logo high quality ]]>

Happy International Neonatal Therapy Week – Challenge Question

Neonatal Therapist

Initiated 4 years ago by NANT, this week honors the world’s occupational therapists (OTs), physical therapists (PTs) and speech language pathologists (SLPs) who have chosen to focus their efforts and talents on supporting infants and families in the NICU.

To kick off this week we will be posting daily clinical challenges, questions and thoughts from our community of Neonatal Therapists.
We would welcome all comments, advice and suggestions, or please do post your own clinical challenges – we would love to share them!

Today’s Challenge Question:

How common is it to recommend a wedge positioner for home for infants with significant reflux

Please leave your reply below.

The National Association of Neonatal Therapists (NANT) and Education Resources, Inc. are proud  partners, strengthening the quality and accessibility of continuing education for neonatal therapists.

NANT logo high quality ]]>

Celebrating Neonatal Therapists

We would like to join NANT;  The National Association of Neonatal Therapists, in wishing all Neonatal Therapists:

Happy International Neonatal Therapy Week (INTW).

Education Resources NICU courses

Initiated 4 years ago by NANT, this week honors the world’s occupational therapists (OTs), physical therapists (PTs) and speech language pathologists (SLPs) who have chosen to focus their efforts and talents on supporting infants and families in the NICU.

To kick off this week we will be posting daily clinical challenges, questions and thoughts from our community of Neonatal Therapists.
We would welcome all comments, advice and suggestions, or please do post your own clinical challenges – we would love to share them!

Todays Challenge:

What are the best practices for clavicular and humeral fractures in the NICU?

Please leave your reply below.

The National Association of Neonatal Therapists (NANT) and Education Resources, Inc. are proud  partners, strengthening the quality and accessibility of continuing education for neonatal therapists.

NANT logo high quality ]]>

The Collaborative Challenge for the School Therapist

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GUEST BLOGGER: Kathryn Biel

I just completed my first week back to school, and I’m tired and energized all at the same time. This is my third year in the same school district and schools, which is like a record for me (I used to work for a contract agency, so I was moved around all the time). What makes this stability nice is the chance to collaborate more and more with the teachers and other therapists. At this point, collaboration is a must, and resistance is futile. Scheduling alone sort of clues us into that fact.

As a physical therapist, the majority of my sessions are pull-out, as I haven’t figured out how to push-in without totally disrupting the class. As such, looking at a schedule that includes two hours of core classes (ELA and Math), 90 minutes of special ed teacher (for my integrated students), 40 minutes each of special and lunch/recess, doesn’t leave much time for pull-out sessions, especially when a student receives PT, OT, Speech, and Counseling. As such, collaboration is a must.

For OT and Speech, the natural progression of collaboration occurs in the form of the push-in session. This, believe it or not, can be a hard sell. Sometimes, therapists are set in their ways and like the pull-out method. Other times, pre-conceived group ideas preclude this as students are in different classes. Still, and most unfortunately, sometimes teachers want students to leave the class for a while.

However, there are benefits to a therapist being in a classroom, more than just the additional body. It’s another set of eyes and therefore another set of ideas. From this, true collaboration can occur. The therapist in the room can bring a whole host of suggestions to help all the students in the class, not just the ones on program. This, in turn, helps the teachers. It may be more work, especially at the onset. The trial and error, getting to know the challenges that 20+ students create when they are mixed together.

We all know that even if a classroom is not identified as an “integrated” classroom, there will be students in there at different levels of academic readiness, neurological development, sensory integration, and overall needs. A well-rounded collaborative program between motor therapists, speech therapists, counselors, and teachers can work to provide a more hearty and thorough educational environment, especially in this trying climate. If you would like to learn more about how to create a collaborative educational environment, check out Sara Harvey’s course, A Collaborative Challenge: Therapists Successfully Supporting Differentiated Instruction in the Classroom that is part of the Seventeenth Annual Therapies in the Schools Conference.

~Kathryn Biel, PT, DPT

 

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4 Critical Questions to Ask Yourself When Preparing an In-Service for your Therapy Department.

 

You have returned from a weekend of learning great new material and want to share it with your department….. How do you prepare?
A hand is raised yet I cannot turn around

I want to share some great tips with you from our company president:

Carol Loria, President ERI:

You want to share your learning and enthusiasm with your colleagues but you only have 1 ½  hours to present 2 days worth of material.

How do you pair down the material?  How do you decide which information will have the greatest impact on your colleagues?

Questions to Consider:

  • Who is the audience for this in-service?
    • How well do they know the topic and what is their general level of expertise?  This will determine how much background/theoretical information to cover versus how much time you can spend focusing on clinical applications.
    • What is the predominant patient population that they work with? What are their greatest challenges and priorities?  This can help tailor the focus of your presentation to their needs
  • How does the audience feel about the topic?
  • If their attitude is supportive or better yet, excited about learning this new information, you needn’t spend much time presenting material to win them over and you can get down to clinical applications fairly quickly.
    • If the group is not generally open to this new or alternative information, you may want to spend the majority of the time providing an evidence-based cogent argument and leave the clinical applications and treatment strategies for a follow-up with those that are apt to be open to them.
  • How best to divide the time?
    • For a one and one-half hour talk, plan on 5 minutes for an introduction to explain your goals and plan for the session
    • Offer one comment to let them know how “charged and excited you are about the material….do this in the first few minutes
    • Plan 75 minutes of content after your intro, and 10 minutes for questions at the end.

Good luck! Share your thoughts and stay tuned; next time we’ll be talking about hints for deciding on content for your in-service.

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