Please join us for a journal club meeting on 5/2/24 at 4:30pm PST to discuss the journal article: A feasibility randomized controlled trial of a NICU rehabilitation program for very low birth weight infants. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8810863/

Knowledge-to-Action: Campbell’s Physical Therapy for Children- 6^th Edition

Chapter 2 Social Determinants of Health in Pediatric Physical Therapy:

Optimizing Health Outcomes

Course Description: An understanding of the influence of social determinants of health on health outcomes in pediatric physical therapy is the basis for effective, equitable and collaborative care. This course will help pediatric physical therapists integrate these considerations as a necessary component of clinical decision making. The course includes a combination of asynchronous lectures, readings, and brief worksheets, along with a capstone project that explicitly encourages participants to apply and reflect on course information. The synchronous sessions will include lecture and small group discussion and interaction around key concepts. The first 2-hour session will provide definitions of social determinants of health, health equity, and health disparities. This will lead to an exploration of the economic, educational, health care and neighborhood-built environment aspects of social determinants of health, along with the overlapping cultural and structural systems. The focus will be on an upstream perspective of the root causes of health disparities. Strategies for optimizing health outcomes will be introduced including screening for social determinants of health needs and cultural responsiveness.

The second session, also 2 hours, will continue to provide strategies for optimizing health outcomes for children and families receiving pediatric physical therapy. The focus will be on anti-racism, exploring implicit biases, microaggressions, trauma-informed care, and clinical decision making integrating non-medical factors.

The final sessions will clarify the intersection of pediatric physical therapy and social determinants of health. Participants will share information from capstone projects and discuss these with course instructors and co-participants. The focus on practical strategies to incorporate social determinants of health into pediatric physical therapy patient management will support the clinician in equitable practice and the educator in preparing students to meet the needs of a diverse society.

This course offers 11.5 CEU credits. Participants must attend and participate in all sessions and successfully complete all course assignments in order to receive the CEU credits.

APTA Pediatrics members get a 10% off discount that is applied to the total cost.

In addition, all course participants will have the opportunity to purchase Campbell’s Physical Therapy for Children, 6th edition at a reduced rate ($80 for the hard copy, $60 for the eBook).

Learning Objectives

At the completion of this course participants will be able to:

1. Critically review Chapter 2
2. Describe the upstream perspective of the role of social determinants of health on health disparities in pediatric physical therapy
3. Integrate the relevance of social determinants of health screening into pediatric physical therapy practice and/or teaching opportunities.
4. Describe opportunities for anti-racism, trauma-informed care, and cultural responsiveness in pediatric physical therapy.
5. Describe the intersection of social determinants of health in pediatric physical therapy patient/client management.
6. Apply strategies for optimizing health outcomes based on a pediatric physical therapy case focusing on social determinants of health.

Course Instructors

Casey Nesbit, PT, DPT, PCS
Senobia Crawford, PT, PhD
Joe Schreiber, PT, PhD, FAPTA

Dr. Casey Nesbit received her BS in Physical Therapy from Virginia Commonwealth University, MS, and DSc in Rehabilitation Sciences from the University of Oklahoma Health Sciences Center, and DPT from Marymount University. She is a board certified Pediatric Clinical Specialist with 40 years of experience. Her clinical experience includes part time work over the past 17 years in Malawi, Africa, and current practice at UCSF Benioff Children’s Hospital. She is currently an associate professor at the UCSF/SFSU Graduate Program in Physical Therapy. Her research interests include valuation of disability in developing countries, health equity, clinical reasoning, and effectiveness of training programs in the developing world.

Dr. Senobia Diane Crawford has served on the faculty of both majority and minority serving institutions and Historically Black Colleges and Universities (HBCUs).  Most recently, Dr. Crawford served as Chair and Associate Professor at Hampton University, Hampton, Virginia.  Dr. Crawford received a BS in Physical Therapy and MEd in Early Childhood Education from Howard University and PhD in Education with a minor in Developmental Psychology from UCLA.  Her clinical experiences include home and school based pediatric physical therapy in underserved areas in urban and rural communities in the United States.  Dr. Crawford’s scholarly interests focus on child development and challenges to the neurological / developmental systems across the life span.  Her current interest is health disparities and factors that hinder or promote health equity.  She is a chapter co-author in the pediatric physical therapy textbook Campbell’s Physical Therapy for Children, 6th edition.

Joseph Schreiber, PT, PhD, FAPTA is a former President of the Academy of Pediatric Physical Therapy of the APTA between 2011 and 2017. Dr. Schreiber has published numerous articles related to pediatric physical therapy and the implications of evidence-based practice and knowledge translation for physical therapists. He is the co-editor and a chapter author in the pediatric physical therapy textbook Campbell’s Physical Therapy for Children, 6^th edition. He has presented multiple continuing education sessions at numerous local, state, national, and international conferences on effective clinical practice and knowledge translation strategies in pediatric physical therapy. He is the owner of PT Learning for practice (www.ptlearningforpractice.com.)

Course Authors: Mercedes Aguirre Valenzuela, PT, DPT; Martha Henao Bloyer, PT, DPT; Monica Krogmann, PT, DPT, MA; Jay Grissom, PT, DPT, Kelli Reyes, DPT; Tanya Liu, PT, DPT, PhD; Jen Brilmyer, PT, DPT, DHSc, Cornelia Lieb-Lundell PT, DPT

Article: Three-Dimensional Instrumented Gait Analysis for Children with Cerebral Palsy: An Evidence-Based Clinical Practice Guideline

Authors: Rebecca A States1 MA, PhD; Yasser Salem1,2 PT, PhD, MS, NCS; PCS; Joseph J Krzak3,4 PT, PhD, PCS; Ellen M Godwin5 PT, PhD, PCS; Mark L McMulkin6 PhD; Sandra L Kaplan7 PT, DPT, PhD, FAPTA

Objectives

Participants will be able to:

• Explain the utility of using a 3-dimensional instrumented walking analysis (3D-IGA) in the clinical management of children who are mobile with walking dysfunction related to cerebral palsy (CP).
• Understand the minimum set of equipment/instruments that should be available for 3D-IGA for management of walking in children with CP and the characteristics of the personnel and laboratories that perform 3D-IGA.
• Distinguish patients with cerebral palsy that are appropriate for 3D-IGA referrals. 
• Weigh the benefits, risk, harm, and cost that families may experience when recommending 3D-IGA to inform care for children with CP.
• Determine what should be included in a comprehensive 3D-IGA report.

This presentation highlights updates to the Dosage Considerations Resource Manual for School Based Physical Therapy and presents current clinical reasoning strategies related to dosing.

Authors

Laura Arnett, PT, DPT, works in Baltimore County Public Schools and has been a physical therapist for 10 years. She has worked in the school system for the last 5 years.

Michele Caldwell, PT, DPT, DSc, PCS has been a physical therapist for 35 years, 11 in pediatrics. She works for Baltimore City Public Schools providing school-based and infant/toddler services.

Karen Greeley, PT, DSc has been a PT for 41 years and worked in a variety of pediatric settings. She currently works at Baltimore County Public Schools

Jeannine Moore, PT, DPT, works at Memphis-Shelby County Schools. She has been a physical therapist for 36 years and has worked in schools 16 years.

Course Authors: Mercedes Aguirre Valenzuela, PT, DPT; Martha Henao Bloyer, PT, DPT; Monica Krogmann, PT, MA, DPT; Jay Grissom, PT, DPT, Kelli Reyes, DPT; Tanya Liu, PT, DPT, PhD

Article:  Early Mobility and Crawling: Beliefs and Practices of Pediatric Physical Therapists in the United States

Kari S Kretch, PT, DPT, PhD, Stacey C Dusing, Regina T Harbourne, Lin-Ya Hsu, Barbara Sargent, Sandra Willett

Objectives

Participants will be able to:

1. Compare and contrast pediatric physical therapists’ beliefs with current evidence regarding crawling.
2. Discuss the factors associated with pediatric physical therapists’ beliefs and clinical approach regarding crawling. 
3. Understand how confirmation bias and beliefs regarding crawling may influence physical therapy practice.

This course will discuss the major health inequities that people with intellectual disability face in healthcare today and how that relates to the field of physical therapy. The impact of these inequities can have serious consequences for people with intellectual disabilities, particularly when attempting to compete in sports. To combat these inequities and risks, this course will review the Special Olympic Healthy Athletes program. The speaker will present various ways the physical therapy profession can contribute to optimizing the ability for people with intellectual disability to compete in sports & interact with their community successfully.

Course Objectives: 
At the end of this session, participants will: 
• Indicate major health disparities and inequities for people with intellectual disabilities (ID)
• Understand key factors contributing to health disparities/inequities for people with ID. 
• Describe Special Olympics Health programming and how it relates to physical therapists.
• Cite local resources to support physical therapists in providing care for people with ID.

Dr. Kathleen Rodriguez, originally from the Baltimore, MD region, attended Nazaeth College in Rochester, NY to receive her undergraduate and graduate degrees. In 2018, Dr. Rodriguez graduated with her Doctorate in Physical Therapy. Prior to transitioning to her current role, she worked clinically as an outpatient orthopedic therapist serving many roles and treating a variety of populations. Now, as the Senior Clinical Program Manager for Physical Therapy and Podiatry at Special Olympics International, Dr. Rodriguz focuses on global programming for preventative and inclusive healthcare for people with intellectual disabilities. She currently resides just outside of the Louisville area with her husband and golden retriever puppy. She is an avid Baltimore Ravens football fan and enjoys running her free time.

The School SIG Duchenne Muscular Dystrophy (DMD) work group will present best practices related to working with students with DMD including evidence supported interventions, appropriate accommodations, and a traffic light-style clinical reasoning tool. This is one you don't want to miss!

A panel of advocates will share examples of how they influenced change at the local, state, and national levels and within their physical therapy practice settings. This facilitated discussion will highlight the ups and downs of the advocacy journey and how persistence, dedication, and keeping the end goal in mind can ultimately lead to positive change.

This registration includes all 3 sessions: Introduction to Advocacy, Taking Advocacy to the Next Level, and Advocacy in Action. Individual session registration is an option by clicking the session of interest below.

Course Authors: Mercedes Aguirre Valenzuela, PT, DPT; Martha Henao Bloyer, PT, DPT; Monica Krogmann, PT, MA, DPT; Jay Grissom, PT, DPT, Kelli Reyes, DPT; Tanya Liu, PT, DPT, PhD

Article:  Effect of active motor learning interventions on gross motor function and mobility in children aged 2-6 years with bilateral cerebral palsy: a systematic review and meta-analysis

Kate L. McLeod, Megan Thorley, Sarah E. Reedman, Mark D. Chatfield and Leanne Sakzewski

Completion Instructions: Read the article, complete the assessment with at least a 70% score, download and save certificate.

Course Code: BTR-October 2023

Course Level: Intermediate

Delivery Method: Online

E-Learning Course 0.1 CEUs (1 Contact Hours/CCUs) 

Cancellation Policy: If you must cancel your registration, you may do so prior to taking any part of the course by emailing info@pediatricapta.org (minus a $15 processing fee).