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1. Discuss the underlying linear components of motor control and motor learning in typical development.
2. Describe the contribution of neuroplasticity, the neuronal group selection theory, and epigenetics to motor learning and motor control.
3. Explore how characteristics of cerebral palsy, autism, and other neuromotor diagnoses influence the development of motor control, motor learning, and functional skills for children with these diagnoses.
4. Describe four components of strength important for functional play.
5. Explain how atypical development changes the underlying muscle architecture and influences a child’s ability to generate strength for function.
6. Utilize the World Health Organization’s International Classification of Function, Disability, and Health (The ICF) as a framework for practice.
7. Create functional and measurable outcomes in a top-down intervention approach to promote a child’s autonomous ability to participate with peers.
8. Integrate reliable and valid measurement tools throughout assessment and treatment to guide outcome development and intervention.
9. Develop evidence-based intervention programs integrating diagnosis-specific neuroplasticity, motor learning, and motor control considerations.
10. Organize motor learning intervention activities using the sequenced motor learning hierarchy described by Gentile.
11. Incorporate strategies to promote generalizability into intervention programs.
12. Document progress toward outcome achievement for function, participation, and age appropriate activities using reliable, valid, and responsive tools.
13. Evaluate the effectiveness of intervention programs on the activity and participation of children with disabilities.

How recent changes in pediatric neuro-rehabilitation are reshaping therapy

• Advancement in neuroimaging – what does it tell us about brain and muscle architecture
• Neuroplasticity and epigenetics – how they impact motor development and how you can develop intervention programs to maximize their effects
• Where the ICF (International Classification of Functioning, Disability, and Health) fits into this and how this is the path for rehab
• Hands-on or hands-off approach? Theories of intervention and research supporting or refuting them

LABS: Improve your clinician responding and assessment skills for neuro rehabilitation

• Practice today’s most reliable evaluations for:
  • Cerebral Palsy
  • Down syndrome
  • Autism
  • Spinal muscular atrophy
  • Developmental coordination disorder

LABS: Expand your neuro rehabilitation toolbox

• Practice effective techniques you can use immediately to:
  • Ignite neuroplasticity for breakthrough results
  • Restore functional strength more quickly
  • Enhance motor control with 4 components you’re not using yet
  • Improve motor learning
  • Increase engagement in therapy and at home
  • Design a more effective home program
  • Promote family and peer participation

LABS: Design robust, diagnosis-specific plans of care for your patients

• Practice developing treatment strategies for specific impairments related to:
  • Muscle weakness
  • Loss of range-of-motion
  • Poor balance, stability, and coordination
  • Eating
  • Communication
  • Fitness
  • Limited ability to participate with peers

Interactive case studies: Put knowledge to practice

• Video examples – watch the progress you can make with your patients

Paula Cox, PT, DSc, PCS, is a board-certified pediatric PT with over 35 years of experience in pediatric rehabilitation. She is a member of the APTA, the APPT, and the IL PT Association. Dr. Cox served on the APPT’s NICU to EI transition work group. She is committee chair for the APPT course Advanced Clinical Practice in Pediatric Therapy, an ongoing APPT course that investigates current theories and EBP across pediatric settings. Dr Cox presents the EI segment for this course. She operates a private pediatric practice in the Chicago area and provided ongoing mentoring to PT’s in 2013 from the University of Oklahoma. Her doctoral research examined the use of a robotic scooter to provide early autonomous locomotion for infants with Down Syndrome.

Speaker Disclosures:
Financial: Paula Cox maintains a private practice and has an employment relationship with Midwestern University. She receives compensation as a consultant. She receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Paula Cox has no relevant non-financial relationships.

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CE Information Coming Soon
Continuing education credit information is coming soon for this non-interactive self-study package.

CEs may be available for select professions, as listed in the target audience. Hours will be dependent on the actual recording time. Please check with your state licensing board or organization for specific requirements.

There may be an additional fee for CE certificates. Please contact our Customer Service at 1-800-844-8260 for more details.

**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners. For speaker disclosures, please see the faculty biography.

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