Barbara Hodge Awarded The NDTA Award of Excellence

 

Barbara Hodge Barbara Hodge[/caption]

 
 
CONGRATULATIONS BARBARA!
 
 
We would like to recognize our wonderful faculty member, Barbara Hodge, who was recently honored at the 2015 NDTA Annual Conference.
 
 The Award of Excellence is the highest honor NDTA bestows upon an individual. It recognizes people who have devoted extraordinary time, energy, and commitment to NDT/Bobath and NDTA
 
 
 
 
Barbara spoke at the conference luncheon and the following article appears in the NDTA NETWORK • MAY/JUNE 2015
 
 
 
 
The observation, analysis, and handling skills I received during my basic NDT /Bobath training have afforded me so many opportunities. I have worked in schools, clinics, and homes, and I have taught worldwide. When my own children were small I treated children in our home –my children played with the siblings, or we played together; it was fun. 

Over the years I have taught many courses. In the last 15 years this has often been with my friend and mentor Linda Kliebhan, either in the US or through our program in Ukraine, and currently in Chile. Sometimes, under the auspices of The World Wide Orphans Foundation, but always at the invitation of Dr. Mary Margaret Windsor, OTR, PhD, I have had the opportunity to work in Vietnam, China, Bulgaria, and Romania. 
I have also had several visits to Haiti and once to Guatemala.
In Romania, occupational therapy is a newly emerging profession. They are about to
graduate their first class of OTs. Meeting this small group and teaching them some NDT skills reminded me of the development of NDTA in the seventies when we were such a relatively small, homegrown group.

These overseas opportunities have taught me so much. When I get frustrated with the pace of change here, or the hours spent on documentation, I think of some of the scenarios I have seen elsewhere. A huge room full of at least 150 beds, all holding
children or young adults clad in bright orange PJs. These are children whose bodies have lost all alignment and therefore the potential for any functional activity or participation, some who in the US would be seen as having mild diplegia and probably walking on a posterior walker, but most cannot actually get out of bed. Or children in other countries who cannot go to school with their siblings unless they can walk independently, partly because of the cultural expectation, partly the complete inaccessibility of the buildings. 
Much of this we had in the USA and the UK about 30 or 40 years ago. 
We did not know at the time that we were going to need evidence based research, and nobody collected it as we made change. What I believe did happen over time was that the Bobath influence worked its way into some aspects of standard practice. Expectations of what our clients could achieve functionally began to grow.
An expectation to impact on the impairments (body structure and function) to develop functional activities and societal participation became implicit in what we did, although we did not have those terms. I learned those basic concepts in the 70s from the Bobaths. What I see now, as we have learned so much more about posture and movement, about motor learning , about functional task analysis, is that we have a much more structured and consistent way to achieve those early ideals.

As Dr. Chapparo talked about this morning, there is undoubtedly, currently a heavy focus on the participation domain of the ICF, as there should be. My fear is that as therapists we seem to let the pendulum swing completely with every change. We are inclined to throw out the baby with the bathwater? We did this with the issue of a primary problem not being weakness, it was tone, then we went back to weakness. Surely now we acknowledge that it is neither one nor the other of these, it is both, and the interaction of the two. Our treatment needs to address both. Then we had impairments versus function. Get length, or just let the client practice a skill any way they can. Same answer – we need to link both. Currently I believe we need to remember to keep both ends of the ICF in mind. Assess and address the impairments in order to be able to promote chosen functional activities and participation –THAT IS NDT.

Dr. Bobath referred to what they did as a “living concept” that would develop as more was learned about posture and movement. He was dead right; we are and we do evolve. By definition that is what a theory is, it reflects current knowledge supporting a concept. 

The most common feedback I hear after the pediatric certificate course is that it changes the whole way a therapist looks at the child and plans a treatment. 

What we do works. Providing enough of it and the best model of delivery is a challenge. We need to find a way to fund research and develop evidence for the efficacy of NDT. This is why Dr. Kate Bain and Suzanne Davis Bombria’s plan for a randomized
controlled study is so exciting, why the research of people like Deborah Evans-Rogers, Margo Haynes, Mary Rose Franjoine, and others, is so important.

A parent once told me that the difference between what I did and others had done in therapy was that I worked with her child; others worked on her child. That is what we do, we play with children. It is play with a purpose. When Linda and I were in Ukraine we were discussing some concerns with a professor of psychology from the University of Lutsk. The issue was people from other countries coming to Ukraine and trying to independently fix things. They have a saying in Ukraine which translates to “Don’t do for us, without us.” In other words, their being involved in the process, in the context of their culture, was what was going to make this work for them. The same is true of the families we work with. Both of these stories sound to me as though participation is what they were talking about, something that is one of NDT’s basic concepts, along with addressing the underlying impairments to make sustainable change. We are so fortunate that this is what we get to call our occupation!

Again, I thank you for this incredible honor. ■

By Barbara H. Hodge

Permission is granted to Education Resources to reprint “Award of Excellence Outtakes: NDTA Conference 2015” by Barbara Hodge by the
Neuro-Developmental Treatment Association’s Network editor.

Dynamic evidence based courses taught by Barbara Hodge:

Pediatric NDT Treatment Intensive

NDT and MFR for Children with Neurological Disa bilities

Barbara will also be a keynote speaker at the Education Resources Annual Conference
Therapies in the School 
“Gaining Postural Control for Successful Participation in School”
and
“The Moderately-Severely Involved Child: Integrating NDT and MFR into a School Based Program”
November 19-20, 2015 – Nr Boston, MA

 

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NEW Dysphgia Course for Therapists

We are excited to introduce a new member to our faculty, Aliaa Khidr, who will be presenting a new course for professionals involved in assessment and management of adults with swallowing disorders. These include Speech Language Pathologists and Assistants, Nurses, Occupational Therapists and Assistants, Physical Therapists and Assistants, Dietitians, Social Workers and Physicians

Adult Dysphagia: Treatment and Clinical Decisions in Complex Patients 

This course focuses on providing a solid base for clinical decision making in dysphagia management.  Techniques that facilitate interpretation and communication of swallowing findings will be discussed.   Therapy strategies such as E-Stim will be presented using evidence base guidelines.  The course will focus on adult swallowing disorders with special emphasis on Issues influencing management such as medications and speaking valves; esophageal swallowing disorders; tackling nutrition and hydration issues at the end of life and the role of the SLP on the Palliative Care Team. 

October 24-25, 2015 – New Brunswick, NJ

Aliaa Khidr MD, PhD, CCC/SLP is an internationally renowned clinician and teacher.  She received her medical degree from University of Ain Shams in Cairo Egypt and her PhD from University of Wisconsin, Madison and Ain Shams University.  Dr. Khidr received her Clinical Certificate in Speech Language pathology from the United States in 1998.  She served as a faculty member of the Otolaryngology department in Ain Shams University, Cairo Egypt, the Otolaryngology department of University of Virginia as well as the Human services department in Curry School of Education, University of Virginia.  Dr. Khidr focuses on teaching, patient care and research in adult voice and swallowing disorders.  She presented her research in multiple international and national talks, workshops, journal publications and invited book chapters.  Her scholarly work is published in journals such as Archives of Otolaryngology Head & Neck Surgery, Laryngoscope, Phonoscope, Annals of Otology, Rhinology, and Laryngology as well as Journal of Voice.  Dr. Khidr was a member of the medical team that developed and validated the widely used “Quality-of-Life Instrument for Laryngopharyngeal Reflux.” 

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Torticollis – Course Spotlight – Discount to attend

 

COURSE SPOTLIGHT

We are thrilled to offer you a discount to attend: 

Torticollis - Education Resources inc.Torticollis and Plagiocephaly:
Assessment and Treatment of Infants and Children

Pediatric Clinical Specialist:
Cindy Miles, PT, PhD, PCS, CNDT 

July 18-19, 2015 – Las Vegas, NV
August 21-22, 2015 – Wichita, KS
September 12-13, 2015 – Chicago, IL
October 16-17, 2015 – Portland, OR

 

$50 Discount
Use Code: Torticollis2015 by August 7th 2015

Discount is this course only, and is a one time offer only
Discounts apply to live open enrollment courses only, and are not applicable for online courses. Not to be used in combination with other discounts or course credits.
Non-Transferable. Must be applied at time of registration, not to be used for previous registrations. 

This dynamic evolving course will concentrate on progressive, effective treatment schemes for infants and young children with a diagnosis of torticollis with or without plagiocephaly, including challenging cases. Participants will analyze the implications of torticollis, sleep posture and increased use of positional devices on infant postural and motor development. Red flags for related early infancy and preschool diagnoses will be discussed. Clinical pathways for management of torticollis and infant head shape will be reviewed. Functional, clinically oriented evaluation and evidence based treatment strategies for infants and young children that can be integrated into routines and play will be provided. Diagnostic procedures and surgical intervention will be appraised. Current Evidence-Based Clinical Practice Guidelines from APTA – Section on Pediatrics will be discussed and incorporated Emphasis on home exercise programs and effective strategies to team with parents will be explored. Learning opportunities for therapists and medical professionals involved in pediatrics will transpire through lecture, case reports, group problem solving and video review.

“Cindy did an excellent job of presenting the material on both torticollis and plagiocephaly. I gained new strategies to try with clients on my caseload as well as evidence based research to use to advocate for treatment for both conditions.” Sara Feltovitch, DPT

“This was an excellent course! Cindy is a very dynamic, clear, and engaging speaker. As a new therapist, this class provided wonderful, specific interventions and treatments and provided a more complete picture of Torticollis’ effects on the whole person.” -Jennifer Renell, OT

“Cindy Miles was a very informative and knowledgeable presenter. She kept everyone engaged with personal case studies and treatment ideas. I will definitely be using her strategies with my patients!” -Jeanette Palacios, OT

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

(508) 359-6533 ● (800) 487-6530 info@educationresourcesinc.com
with any questions

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The Power of Music in Teaching Handwriting

This is the third in a series of blogs from Michele Parkins and Carrie Davis.
The first post can be found here 

The second post can be found here

You know that feeling when you turn on the radio in your car after a long day and you perk up as your body starts to move to the rhythm of the music?  Wouldn’t it be great if we could make our clients feel that way while using evidence-based practice?  Well we can!

Research shows that the auditory and motor systems have a rich connectivity across a variety of cortical, subcortical, and spinal levels.  Music leads to movement in an organized way and significant improvement in upper extremity function.   We have a predisposition to rhythmic movement to music over speech.  How can we use this evidence (references in link below) to facilitate progress for our clients?

  • Use up-beat music during gross motor activities to increase pace
  • Play slow rhythmic music when a child is writing cursive letters
  • Play slow music with a distinct base line or drum beat when a child is writing straight letters
  • Sing songs that enhance body awareness – head, shoulders, knees and toes; where is thumbkin; hokey pokey, etc.
  • Use music that talks about spatial concepts – top, bottom, left, right, under, over

For more references: http://www.connectexperiencewrite.com/references-research.html

Michele Parkins MS, OTR & Carrie Davis MS, OTR

Co-founders of Connect Experience Write, a developmental handwriting program using music and movement to teach pre-writing skills and letter formation

www.connectexperiencewrite.com

We are excited to introduce Michele Parkins and Carrie Davis, two new members of our faculty who will be presenting at our Annual Therapies in The School Conference in November: “Using Sensory Motor Integration and Visual Spatial Strategies to Facilitate Success in Handwriting”. 

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Need New Evidence-Based Ideas for Handwriting Instruction?

This is the second in a series of blogs from Michele Parkins and Carrie Davis.
The first post can be found here

Guided practice has been identified as one of the eight most effective, research-based instructional handwriting practices.   http://ldatschool.ca/literacy/literacy-skills-handwriting/  This practice also enhances working memory – which has been found to be equally if not more important to success in handwriting.  *see references link below.

Here are some fun ways to incorporate this into your practice:

  • Use visual landmarks to identify the important spatial concepts for the letter i.e. top, bottom, over, under
  • Use whole body movements to form the letters of the alphabet. Stand in front of the child and model the movements reaching all the way to the ceiling and down to the floor, all the way to the left and right.  This will further facilitate motor learning through observation.
  • Encourage the child to practice forming letters with movements of one part of their body – arms, fingers, legs, feet.
  • Tape letters on the floor and have the child move along the letters – jumping, side stepping, crawling, rolling, etc.

Medwell, J. & Wray, D. (2007). Handwriting: what do we know and what do we need to know? Literacy, 41(1), 10-15.

Berninger, V. W. and Graham, S. (1998) Language by hand: a synthesis of a decade of research on handwriting. Handwriting Review, 12, pp. 11–25.

Berninger, V. W. (1994) Reading and Writing Acquisition: A Developmental Neuropsychological Perspective. Dubuque, IA: Brown and Benchmark.

Christensen, C. A. and Jones, D. (2000) Handwriting: an underestimated skill in the development of written language. Handwriting Today, 2, pp. 56–69.

Graham, S., Berninger, V., Abbott, R., Abbott, S. and Whitaker, D. (1997) The role of mechanics in composing of elementary school students: a new methodological approach. Journal of Educational Psychology, 89.1, pp. 170–182.

For more references: http://www.connectexperiencewrite.com/references-research.html

Michele Parkins MS, OTR & Carrie Davis MS, OTR
Co-founders of Connect Experience Write, a developmental handwriting program using music and movement to teach pre-writing skills and letter formation
connectexperiencewrite.com

We are excited to introduce Michele Parkins and Carrie Davis, two new members of our faculty who will be presenting at our Annual Therapies in The School Conference in November: “Using Sensory Motor Integration and Visual Spatial Strategies to Facilitate Success in Handwriting”.

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