Education Resources, Inc. faculty Suzanne Davis Bombria, PT, C/NDT and Kate Bain OT, C/NDT have conducted the first half of an exciting research project entitled “Moving and Doing-Functional Outcomes of Neuro-Developmental Treatment (NDT)- A Multi-Modal, Goal Focused Intervention to Promote the Performance of Daily Living Tasks by Children with Cerebral Palsy and other neuromotor disorders-A Randomized controlled Trial.”
Fifteen families and children between the ages of 12 months and 18 years participated in this pilot study. Advanced level NDTA therapists treated the children individually in an ‘intensive treatment’ period twice a day for 6 days. Within a child friendly, clinic based protocol focused on the child achieving their personal goals; they utilized “Goal Attainment Scaling”. The children were filmed to allow for blind ratings from randomized filmed data from pre, post and follow up time periods. The focus was on goal based posture & movement changes (as described in their GAS scales) from pre to post testing. Families were also interviewed. Goal attainment Scaling (GAS) is a methodology that shows promise for application to measuring and documenting progress, intervention effectiveness, research and program evaluation.
This initial research attempts to operationalize a definition of NDT treatment in order to establish treatment fidelity. It is hoped to serve as a model for analyzing NDT treatment’s efficacy in the future.
Part 2 of this research is scheduled for early in 2017.
Davis and Bain are presenting on the Goal Attainment Scale in Houston, TX and Mountainside, NJ in March.
For full details, venues, to download a brochure or to register:
Education Resources offers many evidence-based, clinically relevant continuing education unit (CEU) courses for occupational therapists (OTs), physical therapists (PTs) and speech-language pathologists (SLPs) working in the Acute Care setting, Critical Care setting and beyond. Distinguished, internationally renowned faculty who are leaders in their field teach our courses for an engaging and high-quality experience.
Our courses allow you to rediscover your passion for the profession while providing valuable knowledge to improve your patient care. Our respected faculty and flexible course options give you a valuable education while suiting your busy care schedule for acute or critical care patients.
Receiving specialty certifications: Our courses allow students to specialize in specific areasofacute care by pursuing additional certifications.
Maintaining American Speech-Language-Hearing Association (ASHA) and state license: Many states and ASHA require therapists and pathologists to complete CEUs to maintain their licenses.
Accessing accurate and updated information: Stay updated on the latest research and practices for your field to continue providing excellent care.
Reinvigorating passion for care: Hearing from distinguished experts on fascinating care specialties can remind you why you became a PT, OT or SLP.
Experience Exceptional Value With Acute Care CEU Courses
At ERI, we understand that every CEU course for acute care therapy you take is an investment in yourself and your patients. Our online and webinar course offerings will remind you why you love helping patients and encourage you to continue improving your practices to meet their needs.
Loyalty Programs You’ll Love
Take advantage of exclusiveloyalty offeringsso you can receive discounts and savings on courses throughout the year. Here’s just some ways you can save with ERI:
Bundle courses and save – the more you purchase, the more you save!
Group discounts for three or more people on any course
First time taking a course with us? Take $30 off the price
Getting ready to take your 4th course with us? You could be eligible for $100 off
Host a CEU coursewith your facility and receive discounted rates for staff
Acute Care Continuing Education Online
Our acute care continuing education physical therapy courses will inform and inspire you to continue providing the highest quality of care for your patients. We design our offerings — such as our post-concussion syndrome continuing education course — to incorporate evidence-based practices to help you provide optimal care.
To best fit yourneedsand schedule, we offer two convenient virtual class options besides traditional lessons.
On-Demand Online Classes
Attend our acute care PT CEU courses online on your schedule with our on-demand courses. All courses include a presentation from an industry expert and a handout you can use to follow along. The courses even include Q&A from participants during the live courses to give you additional insights during the learning process. Throughout the course, youcan pause the video to take a break or rewind to review specific information. Participants also have a year to finish the course and pass thepost-test.
Live Webinars
Experience engaging, live learning in a convenient virtual format with our live acute care webinars.Join the class from any location as long as you have a steady internet connection. Before the meeting, you will receive an email with a Zoom meeting link for easy class access.During the webinar, follow along with a downloadable handout to enhance the learning experience. This continuing education opportunity doesn’t have a post-test.
Participants receive a CEU certificate after completing the webinar. The certificate appears in your ERI dashboard with options to print or download.
In-Person Courses
If you are looking for a hands-on learning experience, we also offer in-person courses. Our in-person courses use labs, lectures and videos to allow you to practice your technique and enhance your skills and knowledge. Throughout the acute care physical therapy CEU course, you will receive real-time guidance from field specialists and the chance to work with participants who share your passion.
Acute Care Courses for PTs, OTs and SLPs
At ERI, we offer acute care courses to provide continuing education for physical therapists, occupational therapists and speech-language pathologists. Here’s an overview of the course types.
Acute Care Courses for Physical Therapists
Our acute care courses for physical therapists allow you to integrate your rehabilitation skills into the acute care hospital environment. We address situations like limb loss, balance disorders and neonatal care. These courses provide detailed knowledge to address various physical functional impairments through restorative and preventive measures.
Acute Care Courses for Occupational Therapists
At Education Resources, we provide specialized courses to address the particular situations acute care occupational therapists face in their profession. These courses allow you to expand your knowledge of topics like medically stabilizing, offering mobilization and creating patient discharge plans. Our courses cover limb loss, pediatric care and other scenarios often faced in acute care settings.
Acute Care Courses for Speech-Language Pathologists
Speech-language pathologists working in acute care often deal with strokes, head injuries and respiratory issues among a range of patient populations. Our continuing education courses provide instruction on how to evaluate and treat these conditions. We cover topics of value in acute care, like facial retraining, breathing and swallowing.
Why Choose ERI?
Whether you are assisting patients in the intensive care units or emergency room, our courses will provide the knowledge and skills you need to provide the best possible care. Since the creation of ERI over 30 years ago, we have set the standard of continuing education courses.
As a therapist-founded organization for therapists, we know how important it is to provide various learning opportunities. Regardless of whether you choose our virtual or in-person acute care occupational therapy, physicaltherapy orspeech-language pathology continuing education course options, you will experience videos, labs and opportunities for hands-on learning. We will also provide numerous resources you can continually reference in your Acute Care practice.
We take care of every detail, crafting courses with passion. Training focuses on the latest research, giving you applicable knowledge that brings immediate benefits to your work. We’re responsive to your thoughts, questions or suggestions, giving you a say in your continuing education experience.
Our Critical Care CEU Course Offerings
Browse our list of Acute Care Courses, Critical Care Courses and other relevant courses across the continuum of care. As always, if you do not see a topic you have an interest in, or if you have topic/speaker suggestions, please do not hesitate tocontact us.
Please visit the speaker faculty pages below for full details, dates and venues, to download a brochure and for registration details.
Limb Loss and Amputee Rehabilitation: Evidence-Based Strategies Across the Continuum of Care and Rehabilitation for Limb Loss and Limb Difference with a Pediatric Emphasis Inger Brueckner, PT, MS
Vestibular Rehabilitation: Evaluation and Management of Individuals with Dizziness and Balance Disorders and Vestibular Rehabilitation: Advanced Richard Clendaniel, PT, PhD, FAPTA
Baby Beats and Breaths: Therapeutic Interventions for the Premature Infant with Cardiopulmonary Compromise and Babies’ Bodies and Brains: Multi-System Assessment and Treatment of the Premature/Medically Complex Infant for the Rehabilitation Professional Holly Schifsky, OTR/L, CNT, NTMTC, CBIS
On-Demand Courses
Vestibular Rehabilitation: Evaluation and Management of Individuals with Dizziness and Balance Disorders – Online Series
and Advanced Vestibular Rehabilitation Online Richard Clendaniel, PT, PhD, FAPTA
Effective Physical Therapist Management of Patients in the Emergency Setting: Differential Diagnosis, Intervention, and Inter-Professional Collaboration – Application and Case Studies Michael Lebec PT, PhD
Neonatal Therapy Establishing Competency for Independent Practice Part 1-Fundamental Knowledge-On-Demand and
Neonatal Therapy Establishing Competency for Independent Practice Part 2-Fundamental Knowledge-On-Demand and
Neonatal Therapy Establishing Competency for Independent Practice Part 3-Core Practice Components-On-Demand and
Neonatal Therapy Establishing Competency for Independent Practice Part 4-Core Practice Components-On-Demand Anjanette Lee, MS, CCC/SLP, CNT, NTMTC
This series can be taken sequentially or as stand alone courses.
Infants with Cardiopulmonary Compromise: Bridging the Gap from Hospital to Home – ONLINE and Breathe, Baby Breathe: Developmental Interventions for Infants with Tracheostomy Tubes – ON-DEMAND and Baby Beats and Breaths: Therapeutic Interventions for the Premature Infant with Cardiopulmonary Compromise – ONLINE Holly Schifsky, OTR/L, CNT, NTMTC, CBIS
We wanted to share this article from the latest Physical Therapy Journal. Education Resources faculty member Dr Hillegass, leads the research team providing project management, fund procurement, and consultation (including review of manuscript before submission) and was involved with concept/idea/research design, writing and data collection and analysis.
Role of Physical Therapists in the Management of Individuals at Risk for or Diagnosed With Venous Thromboembolism: Evidence-Based Clinical Practice Guideline
Ellen Hillegass, Michael Puthoff, Ethel M. Frese, Mary Thigpen, Dennis C. Sobush, Beth Auten Physical Therapy: Journal of the American Physical Therpay Association DOI: 10.2522/ptj.20150264 Published January 2016
The American Physical Therapy Association (APTA), in conjunction with the Cardiovascular & Pulmonary and Acute Care sections of APTA, have developed this clinical practice guideline to assist physical therapists in their decision-making process when treating patients at risk for venous thromboembolism (VTE) or diagnosed with a lower extremity deep vein thrombosis (LE DVT). No matter the practice setting, physical therapists work with patients who are at risk for or have a history of VTE. This document will guide physical therapist practice in the prevention of, screening for, and treatment of patients at risk for or diagnosed with LE DVT. Through a systematic review of published studies and a structured appraisal process, key action statements were written to guide the physical therapist. The evidence supporting each action was rated, and the strength of statement was determined. Clinical practice algorithms, based on the key action statements, were developed that can assist with clinical decision making. Physical therapists, along with other members of the health care team, should work to implement these key action statements to decrease the incidence of VTE, improve the diagnosis and acute management of LE DVT, and reduce the long-term complications of LE DVT.
Ellen Hillegass, EdD, PT, CCS, FAACVPR, FAPTA, is an experienced educator and clinician, and a dynamic teacher. She is an adjunct associate professor in the DPT program at Mercer University, Western Carolina University, and Touro University. Dr. Hillegass serves as president of Cardiopulmonary Specialists, and is an instructor of continuing education programs across the country. She draws upon her expertise as a board certified cardiovascular and pulmonary clinical specialist to create a clinically relevant classroom experience for her students. Dr. Hillegass is a Fellow of the APTA and has been active in the Cardiovascular and Pulmonary Section for many years as VP and Payment and Policy Chair. She has also been active and is a Fellow of the American Association of Cardiac and Pulmonary Rehabilitation (AACVPR). She is editor of Essentialsin Cardiopulmonary Physical Therapy, an entry-level text with the third edition published in 2010, and working on the fourth edition for 2014. She is the author of a clinical notes book titled “PT Clinical NOTes.” Ellen holds a Masters of medical science in cardiopulmonary physiology from Emory University and a doctorate in exercise physiology from the University of Georgia. She received entry level training in physical therapy from the University of Pennsylvania.
Have you noticed that people respond very negatively to the four-letter word,
p-l-a-y?
For some reason we view play as something too childish, even for children. We do everything we can – exercise, work, classes – to contain play and reduce the amount of time we “waste” having fun.
Nature has a very different view.
All mammals, especially young ones, do things “just for fun” without planning or expecting a “pay-off” in food, money or even falling in love. Spend half an hour on social media sites and you’ll see videos of a dog playing ball with a tortoise[1], or wrestling with a crow[2]. Apparently, birds and even reptiles play. Play seems very important to Mother Nature.
People have used play to survive starvation, prison, and illness[3]. Anthropologists tell us that the average person living in low-tech “primitive” cultures spends about 20 hours a week “working” to provide themselves with food, clothing, and shelter.[4] That leaves a lot of time left-over to play and sleep. Most human beings lived like that until a few thousand years ago. Yet, still we scoff that p-l-a-y could powerfully heal our everyday stress.
P-l-a-y keeps our bodies flexible, our minds alert, and our spirits ready for change.
Play relieves stress and the inflammation that accompanies it. Medical science tells us that reducing chronic inflammation allows the body to heal[5]. Enjoying games with other people releases oxytocin and boosts our immune responses. Playing, especially outdoors, gives us an appetite and revs up our metabolism so we can better digest our food. We work up a thirst and drink water that helps us eliminate toxins.
Play clears the mind. A 21 year study of healthy elderly showed that participants who danced or played board games three times a week stayed sharp much longer than those who did solitary activities like reading and crossword puzzles. Participants who exercised by climbing stairs and bicycling seemed more likely to get dementia.[6] Children who have recess do better in school.[7] Why?
Play lifts the spirit. It keeps our bodies flexible, our minds alert, and our spirits ready for change. Imagination fuels play. Whatever we dream up expands our future possibilities. Creative play draws on inner resources. Like a drink of water, play helps us eliminate both physical and psychic toxins. When we play with others we open our hearts in friendship so stress and loneliness melt away. Play feeds our souls.
Play flourishes with structure. We need to set aside time and space for play every day of our lives. Traditional medicine practitioners understood this, thousands of years ago. They used simple life-style changes to keep the body, mind and spirit in balance so people could stay well and heal from disease. Many of us playfully explore Yoga, Tai Chi, or Qigong when we first learn about them. Then we discover that we need to practice, practice, practice to get the best benefits – just like a child who bounces a ball against a wall over and over and over until they learn to catch it every time, at every different angle and speed. Regular practice prunes away clumsiness, and polishes awkward movements into grace and beauty.
http://www.susanlroberts.com/blog/a-four-letter-word-for-healing
Make some time to play every day. It keeps you young!
It’s that awesome time of year when we bury ourselves in paperwork and don’t resurface until June. You know–annual review time.
Last week, I put my scheduled meetings (so far) into my calendar and wept. Balancing a full caseload while preparing for next year is a bit intimidating. But I know I can do it. Each session has begun the information gleaning process. What are we working on? What are we hoping to accomplish?
A few years ago, at the School-Based Therapy Annual Conference, I gleaned this statement. It gets included in every report I write:
“School-based therapy is not intended to meet all of the therapeutic needs of a student; rather it is intended to ensure safe and efficient access to one’s education.”
That statement works for me in two ways. When a student is scoring below average, but can access his or her education, I can justify reduction of service levels or discharge. Conversely, and perhaps more importantly, when a child is testing in the average range, but functionally is not able to put it all together to access his or her education, I can justify initiation or continuation of service. I am fortunate to work in a difference that, at this time, still supports putting non-classified kids on caseload (we call them Improvement students) through RTI.
At this past November’s School-Based “Therapies in the School” Annual Conference, I was able to glean a few more soon-to-be-often-quoted important points from Susan Cecere’s presentation on “Complex School Based Challenges: Collaborative Goals, Embedded Motor Interventions, Data Collection, and Frequency/Intensity Decisions.”
Susan spoke of taking a top-down approach in which the first item considered is the desired outcome/goal for participation. We all know that this piece is so important that there is a specific section on the IEP asking what the parent’s goals are. This also includes the team’s goal. Understanding a student’s needs IN RELATION to the educational environment will help to determine what the functional, contextual problems are for a student.
Once the functional, educational needs are identified, the the barriers and strengths can be identified. Then, strategies to overcome the barriers can be planned and the specific interventions implemented.
I’ve been writing IEP’s for years. I’ve written some great ones. I’ve probably written some crappy ones as well. It’s easy to get complacent, especially when we’re expected to crank them out for meeting after meeting. However, identifying the functional educational needs in this framework can really help to re-focus attention and make us stop and think about what we are doing.
So, here are my new bullet points for consideration during IEP writing:
What activities and routines are problematic?
What is the level of participation and the participation restrictions?
How are the needs understood IN CONTEXT to establish EDUCATIONAL RELEVANCE?
What is it in THAT CLASS that is causing THAT BARRIER? Once that is identified, it is important to identify who is the best provider of the intervention (e.g., a child who has issues with sequencing–while the sequencing impacts motor performance, it is the sequencing and not the motoric aspect that needs intervention)
School therapy is not intended to substitute for medical therapy but to work in tandem with it.
If a skill or activity CANNOT be observed or measured during a child’s normal school day, then it might NOT be relevant to the child’s educational needs.
Obviously, I will continue to have parents who disagree with this rationale. There will always be the situations where therapy will be provided, regardless of my recommendations. We all have those cases. It goes with the territory.
Once I’ve figured out whom I will be recommending services for, at what frequency/intensity/duration, and where the services will be performed, then I will need to establish goals. Based upon the information gathered above, the goals will be easy to identify. Susan Cecere also recommended the use of SMART goals in goal writing. SMART goals are:
S: Specific
M: Measurable
A: Attainable
R: Relevant
T: Time-Bound
Okay, so I’ve got my toolbox ready. I know the framework for critical thinking. I know how I’m going to go about thinking about my goals. Good luck to you all and may the odds be ever in your favor.
~Kathryn Biel, PT, DPT
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