Presenter(s) Name(s) and Email Address(es):
David Brunette, PT, DPT
[email protected]

Module Description: 
This module is designed to enhance the resident’s knowledge and clinical skills in the management of Rett syndrome and related neurodevelopmental disorders. The asynchronous learning module includes content on pathophysiology and diagnosis, physical impairments, activity limitations, treatment interventions, outcome measures, and evidence-based practice relevant to this population. Following completion of the module content, the resident will complete an assignment that includes required readings and two case studies focused on clinical application, treatment planning, and care coordination within a multidisciplinary setting. The course concludes with a knowledge translation plan designed to support integration of the concepts and clinical reasoning developed through the module and case studies into clinical practice. 

Learning Objectives:  
Upon completion of this module, participants will: 
1. Develop and apply knowledge of the pathophysiology, clinical presentation, and evidence-based assessment and intervention strategies for individuals with Rett syndrome and related disorders. 
2. Understand appropriate referrals and multidisciplinary communication needed for management of individuals diagnosed with Rett Syndrome.
3. Develop and discuss appropriate goals for treating patients with Rett Syndrome across the lifespan.
4. Evaluate the purpose, validity, and reliability of specific outcome measures used to assess impairments, functional skills and participation for individuals with Rett Syndrome.
5. Discuss identified outcome measures and analyze their limitations working with this patient population during a plan of care. 
6. Integrate current evidence-based PT interventions and management strategies for individuals with Rett Syndrome in case-based assignments and discussions.

Estimated Educational Hours: 
1. Asynchronous narrated lecture: 1.5 hours
2. Resident required readings and assignment: 1 hour
3. Knowledge translation worksheet: 1 hour

Presenter Bio:  
David Brunette is a physical therapist with the Kennedy Krieger Institute in Baltimore, MD. Since graduating from the University at Buffalo in 2020, David has specialized in the treatment of neurodevelopmental conditions across the lifespan, with particular focus working with adolescents and adults. At the Institute, he is a part of the Rett Syndrome and Related Disorders Multidisciplinary Clinic and Outpatient Physical Therapy Department. The Rett Syndrome and Related Disorders Clinic at Kennedy Krieger is one of fifteen institutions in the United States designated as a Center of Excellence by the International Rett Syndrome Foundation. 

Confidentiality Agreement:
● Please respect intellectual property rules. All content is intended for your use only.
● All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material. 

Asynchronous Content:
● Participants should view the narrated lecture prior to the virtual meeting if one is scheduled. 
● A handout is included with the slides from the presentation video. 

Assignment and Required Readings:
● Review the patient cases provided in the Resident Assignment document and answer the corresponding questions. 
● Read the required readings provided.

Knowledge Translation Reflection:
● After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director. 

Please email the presenters if you have any questions about the content or assignments.
If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Module Description:

Cerebral palsy (CP) is one of the most common diagnoses encountered by pediatric physical therapists. The clinical presentation is a wide spectrum, ranging from children presenting with minor impairments of strength and coordination to children presenting with profound disability across all areas of development and function. This is a lifelong diagnosis that requires proactive care, from infancy through childhood, adolescence, and adulthood. The expert pediatric physical therapist must understand the neurobiological basis for the different types of cerebral palsy and their resulting clinical presentations. As varied as the clinical presentations can be, so must be the assessment tools and interventions used to address each individual’s concerns with their body structures and functions, performance of activities, and participation utilizing a patient- and family-centered approach.

 Module Objectives:

By the end of this module, pediatric residents will be able to:

• Understand basic pathophysiology of underlying conditions that commonly lead to a diagnosis of CP
• Identify appropriate classification tools, and examination tools, including: standardized assessments and outcome measures for children with CP in each ICF domain (Body structure and function, activities, and participation)
• Assign a clinical classification to an individual with CP based on their gross motor functional abilities
• Assess the gait pattern of a child with CP, and utilize common gait patterns seen in this patient population to describe their gait
• List evidence-based intervention techniques that should be utilized for children with CP
• Synthesize information learned into a draft “Fact Sheet” within assigned group about a primary component of the diagnosis of CP
• Utilize clinical decision-making skills to select an appropriate intervention approach for a child with CP

 Estimated Educational Hours: 7= Asynchronous lecture: 2 hours + Required readings: 2 hours+ Virtual meeting: 2 hours + Reflection Page: 1 hour

 Requirements for Successful Completion of Module:

1. Foundation and Clinical Science
   1. “Cerebral Palsy” Asynchronous Lecture
2. Examination, Evaluation, Diagnosis, and Prognosis
   1. Article: Novak et al. State of the Evidence Traffic Lights 2019: Systematic Review of Interventions for Preventing and Treating Children with Cerebral Palsy
   2. Article: Acute and Chronic Pain in Children and Adolescents with CP- Prevalence, Interference, and Management
   3. Article: Prognosis for Gross Motor Function in Cerebral Palsy - Creation of Motor Development Curves
   4. APTA Fact Sheet: Ankle-Foot Orthoses and Footwear for Children with Cerebral Palsy_ Selecting Optimal Designs

1. Preparation for the Synchronous Session
2. Written reflection

Description of Synchronous Time:

Residents will participate in an active learning experience, “Help me: What is best for my child?”. Instead of a formal academic debate, residents will represent a child/family or a treatment intervention for children with CP. Family groups will be tasked with choosing an intervention that is best for their child’s presentation of CP and contextual factors. Intervention groups will represent different interventions for children with CP and tasked to ‘sell/convince’ a family to select their intervention. At the end of the session, family groups will select the most ideal intervention based on this evidence-based discussion.

 Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only.

• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

Presenter(s) Name(s) and Email Address(es):

Meghan Moore Burk, [email protected]

Module Description:

This course is designed to advance the pediatric resident’s knowledge and evidence-based use of clinical outcome measures in pediatric physical therapy practice of pediatric neuromuscular disorders: Spinal Muscular Atrophy (SMA), Duchenne Muscular Dystrophy (DMD), and Charcot-Marie Tooth (CMT).  

Part 1 of the course is an asynchronous learning module on foundational knowledge, including epidemiology, pathophysiology, medical management, and drug treatments of pediatric neuromuscular disorders: SMA, DMD, and CMT. The narrated lecture will discuss PT examination and treatment interventions for patients with pediatric neuromuscular disorders. Outcome measures specific to SMA, DMD, and CMT will be discussed following the domains of WHO ICF model. The lecture will also address equipment and bracing considerations. After watching the narrated lecture, residents will complete a case-based written assignment.

Part 2 of the course is a synchronous session for case-based discussions on SMA, DMD, and CMT.  Finally, residents are asked to complete a Knowledge Translation plan. Residents are encouraged to engage with their program mentors throughout the course experience to enhance their learning and integration of knowledge into clinical practice.

Learning Objectives: 

Upon completion of this module, Learners will:

• Understand the pathophysiology, genetics, and clinical presentations for common pediatric neuromuscular disorders: Spinal Muscular Atrophy (SMA), Duchenne/Becker Muscular Dystrophy (DMD), and Charcot- Marie Tooth (CMT).
• Differentiate between the three pediatric neuromuscular disorders when performing a PT evaluation.
• Understand implications of disease-modifying treatments on clinical presentation of these pediatric neuromuscular disorders.
• Interpret current evidence to choose effective outcome measures to assess current functional status.
• Design appropriate interventions for each disorder based on evaluation findings.
• Discuss and describe disease prognosis and progression in children with pediatric neuromuscular disorders.

Estimated Educational Hours:

1. Asynchronous narrated lecture: 2 hours

2. Resident required readings and assignment: 2 hours

3. Synchronous session: 2 hours

4. Knowledge translation worksheet: 1 hour

Confidentiality Agreement: 

• Please respect intellectual property rules. All content is intended for your use only. 

• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

Asynchronous Content:  

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  

• A handout is included with the slides from the presentation video.  

Assignment and Required Readings:  

• All participants should complete the assignment described here before the virtual meeting if one is scheduled. 

• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions. 

• Review associated outcome measures, and trial use in the clinic setting if you encounter a child with a pediatric neuromuscular disorder. Write down any questions/concerns you have during or after the administration that can be discussed in the synchronous session
• Complete the following required readings:
  • Spinal Muscular Atrophy
    • Mercuri et al. Diagnosis and management of spinal muscular atrophy: Part 1: Recommendations for diagnosis, rehabilitation, orthopedic and nutritional care
    • Finkel et al. Diagnosis and management of spinal muscular atrophy: Part 2: Pulmonary and acute care; medications, supplements and immunizations; other organ systems; and ethics
  • Duchenne Muscular Dystrophy
    • Birnkrant et al. Diagnosis and management of Duchenne muscular dystrophy, part 1: diagnosis, and neuromuscular, rehabilitation, endocrine, and gastrointestinal and nutritional management
    • Birnkrant et al. Diagnosis and management of Duchenne muscular dystrophy, part 2: respiratory, cardiac, bone health, and orthopaedic management
    • Birnkrant et al. Diagnosis and management of Duchenne muscular dystrophy, part 3: primary care, emergency management, psychosocial care, and transitions of care across the lifespan
  • Charcot-Marie Tooth
    • Burns et al. Safety and efficacy of progressive resistance exercise for Charcot-Marie-Tooth disease in children: a randomised, double-blind, sham-controlled trial
    • Mandarakas et al. Development and validation of the Charcot-Marie-Tooth Disease Infant Scale
    • Yiu et al. Clinical practice guideline for the management of paediatric Charcot-Marie-Tooth disease
• Additional handouts for outcome measures are provided including articles related to reliability/validity, an administration manual when available, and proforma (scoring sheet)
  • SMA Specific:
    • Revised Upper Limb Module (RULM)
    • Hammersmith Functional Motor Scale-Expanded (HFMSE)
    • The Children’s Hospital of Philidelphia- Infant Test of Neuromuscular Disorders (CHOP-Intend)
    • Revised Hammersmith Scale (RHS)
    • Six Minute Walk Test (6MWT)
  • DMD Specific
    • Performance Upper Limb 2.0 (PUL 2.0)
    • North Star Ambulatory Assessment (NSAA)
    • Timed Function Tests (TFTs)
    • Six Minute Walk Test (6MWT)
  • CMT Specific
    • CMT Pediatric Scale (CMTPeds)
    • CMT Infant Scale (CMTInfant)

Virtual Meeting: 

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.  

• Please plan to have your video on during the entire session to facilitate interaction and discussion. 

• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.  

• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.  

• The virtual meeting will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.  

Knowledge Translation Reflection:  

• After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.  

Please email the presenters if you have any questions about the content or assignments. 

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected]. 

Presenter(s) Name(s) and Email Address(es): 

Kara Kobal [email protected]

Jim Moore [email protected]

Module Description: 

This module will provide an overview of the role of pediatric physical therapy specialists as advocates for children and families at the individual, systems, and societal/political levels. According to Merriam-Webster, an advocate is “one who supports or promotes the interests of a cause or group.”  This module will include examples of current advocacy efforts that the Academy of Pediatric Physical Therapy is involved to support children and families. 

APTA’s Mission Statement: “Building a community that advances the profession of physical therapy to improve the health of society.” Societal Responsibility is the APTA Code of Ethics for the Physical Therapist Principle 9: “Physical therapists and physical therapist assistants shall participate in efforts to meet the health needs of people locally, nationally, and globally,”

Learning Objectives:  

Upon completion of this module, participants will:

• Describe how pediatric physical therapists advocate on behalf of children and families
• Discuss resources and methods to advocate on behalf of children and families
  • for children and families (individual)
  • in various healthcare settings (systems)
  • in federal, state, and local healthcare legislation, rules, and regulations (societal/political)
• Discuss the role of the pediatric clinical specialist in child and family advocacy, healthcare reform, and societal health

Estimated Educational Hours: 

• Asynchronous narrated lecture: 1.5 hours
• Resident required readings and assignment: 3 hours
• Knowledge translation worksheet: 1 hour

Presenter Bio:  

James (Jim) Moore PT, PhD, Board Certified Pediatric Clinical Specialist - Dr. Moore is an Associate Professor and Vice Chair for Residency Programs at the University of Miami, Department of Physical Therapy. He is Program Director for the University of Miami - Nicklaus Children's Hospital Pediatric Residency Program. He currently serves as chair of the Residency and Fellowship Special Interest Group in the Academy of Pediatric Physical Therapy. He teaches professional and post professional physical therapist education with a focus in Pediatrics and Neurorehabilitation. His focus in educational research is DPT and Residency education, specifically in the area of pediatrics.

Kara Kobal, PT, DPT, DHSc  - Dr. Kobal is an Associate Professor and serves as the Program Director of the Residential DPT option in the Department of Physical Therapy at the University of Pittsburgh.  She was the Founder and past Director of the Pediatric Physical Therapy Residency Program at Saint Francis University.  Dr. Kobal is active in the American Physical Therapy Association-Pennsylvania where she has served in various leadership roles over many years. Dr. Kobal also serves on the Pediatric Physical Therapy Residency Program Consortium and works to plan and develop shared pediatric residency program content. Her research area of interest is entry-level and post professional physical therapy education. 

Collaborator Acknowledgement:

This course was originally developed in collaboration with Mary Jane Rapport, PT, DPT, PhD, FAPTA.   Dr. Rapport is a Professor in In the Department of Physical Therapy at Hawaii Pacific University. Prior to HPU, Dr. Rapport was faculty and Associate Program Director of the Physical Therapy Program at the University of Colorado Anschutz Medical Campus (Aurora, CO). Dr. Rapport was in various faculty roles, including Student Services Coordinator, Director of Admissions and Director of both a Pediatric Residency and a Faculty Residency, during her tenure as a Professor at the University of Colorado. Dr. Rapport has received numerous professional honors and awards, including the Susan B Effgen Advocacy Award from APTA Pediatrics, and is well published in her discipline with over 50 peer-reviewed manuscripts and several book chapters. Her research focuses on pediatric physical therapy services, IDEA law and policy, and physical therapist education.

Confidentiality Agreement: 

• Please respect intellectual property rules. All content is intended for your use only. 
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

Asynchronous Content:  

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

Resident Assignment: 

• Complete the following required readings: Review related chapters on legislation and policy from Campbell text (5th edition) and/or Effgen text. If you have the 6^th edition, consider reading Chapter 2 - Social Determinants of Health and Pediatric Health Care and identify opportunities for advocacy based on this.
• Read the following assigned articles:
  • McSpadden C, Therrien M, McEwen IR. Care Coordination for Children With Special Health Care Needs and Roles for Physical Therapists Pediatr Phys Ther, 2012;24:70–77.
  • Ng SL, Lingard L, Hibbert K, Regan S, Phelan S, Stooke R, Meston C, Schryer C, Manamperi M, Friesen F. Supporting children with disabilities at school: implications for the advocate role in professional practice and education. Disabil Rehabil, 2015; 37(24): 2282–2290
  • Schwartz L. Is there an advocate in the house? The role of health care professionals in patient advocacy. J Med Ethics 2002;28:37–40
• Complete the assignment case study: Kim.
• Review website: https://www.apta.org/advocacy 
• Consider 3 ways in which the pediatric PT could advocate for the patient.
• Find at least 1 other website, resource, article or other tool that could be used in the advocacy process.

Knowledge Translation Reflection: 

• Complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s). 

Please email the presenters if you have any questions about the content or assignments.

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter(s) Name(s) and Email Address(es):

Annie Golovcsenko: [email protected] 
Elena Bradley: [email protected]  

Module Description: 
This module is designed to advance the pediatric resident’s knowledge and application of clinical decision-making in the pediatric acute care and inpatient rehabilitation settings. Part 1 of this course is an asynchronous learning module. The narrated lectures will present detailed information about lines/tubes, monitors, lab values, and early mobility in the pediatric intensive care unit. Residents will learn about decision making related to frequency of services in the acute care setting, and we will discuss the transition process from acute care to inpatient rehabilitation. The lecture will describe the roles of various team members in the inpatient rehabilitation setting. We’ll highlight the interprofessional communication and planning required to ensure high quality of care in this setting. Additionally, we’ll explore the PT examination and evaluation process in inpatient rehab, with special focus on how it relates to the ICF model. Finally, we’ll describe the PT’s role in the discharge planning process to ensure a safe and effective transition from hospital to home. Part 2 of the module is a synchronous session for case-based discussions. Finally, residents are asked to complete a Knowledge Translation Plan. Residents are encouraged to engage with their program mentors throughout the course to enhance learning and integration of knowledge into clinical practice.

Learning Objectives:  
Upon completion of this module, participants will:
1. Identify and understand purpose of lines, tubes, and drains in the pediatric intensive care unit setting and implications for mobility.
2. Evaluate indications and contraindications for early mobility in the pediatric intensive care unit setting.
3. Determine and prioritize factors that determine acute care discharge planning for pediatric patients leaving the hospital.
4. Understand the roles of various team members in a pediatric acute care and inpatient rehabilitation setting and how the interdisciplinary team communicates and works together to ensure the quality of care delivered to patients and families.
5. Integrate knowledge about the pediatric PT examination and evaluation in the inpatient rehabilitation setting into clinical practice through case examples. 
6. Discuss and synthesize concepts related to the discharge planning process and responsibilities of the PT to assist children and families getting ready to leave the inpatient rehabilitation setting.

Estimated Educational Hours: 
1. Asynchronous narrated lecture: 2 hours
2. Resident required readings and assignment: 2.5 hours
3. Virtual Meeting: N/A
4. Knowledge translation worksheet: 1 hour

Presenter Bio:  
Annie Golovcsenko, PT, DPT, PCS has been a pediatric physical therapist for six years in both the clinical and academic settings. She has experience in various settings including acute care, outpatient, early intervention, and inpatient rehabilitation. She is a graduate of Georgetown’s LEND program and certificate in early intervention, and has taught at George Washington University’s Doctor of Physical Therapy program. She is also an APTA Credentialed Clinical instructor. Annie is a graduate of the Johns Hopkins Hospital / George Washington University pediatric physical therapy residency and is a board-certified clinical specialist in pediatric physical therapy. She currently works as an acute care pediatric physical therapist at Johns Hopkins Children’s Center in Baltimore where her clinical interests include early mobility in the pediatric and cardiac intensive care units, congenital heart defects, prematurity, and medically complex infants.

Elena Bradley, PT, DPT, PCS has 24 years of experience in clinical practice as well as education and mentoring in both academic and clinical settings. Her pediatric clinical experience has been in multidisciplinary clinics as well as the day rehab, outpatient, and inpatient rehabilitation programs at Kennedy Krieger Institute. She currently works in the Pediatric Comprehensive Neurorehabilitation Unit, in the hospital-based outpatient center, and as the PT in the multidisciplinary limb differences clinic. Elena has been a board-certified clinical specialist in pediatric physical therapy since 2019. She is also a Certified Brain Injury Specialist. Elena is currently the Manager of Clinical Training and Education of the physical therapy department at the Kennedy Krieger Institute, and she is the program director of the Kennedy Krieger Institute Pediatric Residency Program. She serves on Kennedy Krieger Institute’s Ethics Committee and the LEND program’s Training Advisory Curriculum Committee. Elena currently serves as the vice chair of the APTA Pediatrics Residency and Fellowship Special Interest Group, and as the chairperson for the Academy of Pediatric Physical Therapy Residency and Fellowship Consortium work group. She is also a member of the APTA Post-Professional Education Council. Her current teaching opportunities include serving as a lab instructor at the University of Maryland Baltimore Department of Physical Therapy and Rehabilitation Sciences, as well as a lecturer in Kennedy Krieger Institute’s LEND program.

Confidentiality Agreement:
• Please respect intellectual property rules. All content is intended for your use only.
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material. 

Asynchronous Content: 
• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled. 
• A handout is included with the slides from the presentation video. 

Resident Assignment: 
• All participants should complete the assignment described here before the virtual meeting if one is scheduled.
• Review the patient case(s) provided and answer the corresponding questions.
• Complete the following required readings:
o Azamfirei R, Mennie C, Dinglas VD, et al. Impact of a multifaceted early mobility intervention for critically ill children - the PICU Up! trial: study protocol for a multicenter stepped-wedge cluster randomized controlled trial. Trials. 2023;24(1):191. Published 2023 Mar 15. doi:10.1186/s13063-023-07206-2
o Patel RV, Redivo J, Nelliot A, et al. Early Mobilization in a PICU: A Qualitative Sustainability Analysis of PICU Up!. Pediatr Crit Care Med. 2021;22(4):e233-e242. doi:10.1097/PCC.0000000000002619
o Barnett HM, Patel HR, Fuentes MM, Bunnell AE. Trends and Disparities in Inpatient Rehabilitation of Adolescents: The Effect of Demographics, Injury Characteristics, and Facility Type. Top Spinal Cord Inj Rehabil. 2022 Winter;28(1):13-20. doi: 10.46292/sci21-00033. Epub 2022 Jan 19. PMID: 35145331; PMCID: PMC8791415.
• An additional resource has alo been provided for your reference: Pediatric Vital Sign Interpretation in Acute Care Guide 2025

Knowledge Translation Reflection: 
• After the synchronous session, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director. 

Please email the presenters if you have any questions about the content or assignments. 
If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter(s) Name(s) and Email Address(es):

Susan N. Smith PT, DPT, PhD [email protected]

 Module Description:

This course is designed to advance the pediatric resident’s knowledge and application of examination and treatment of pediatric patients with overweight/obesity. This is a fully asynchronous learning module. The narrated lecture will define obesity, discuss the prevalence and causes of obesity, discuss how obesity affects development, discuss obesity in children with disabilities, present best practice for the treatment of obesity, outline the role of the pediatric physical therapist in the treatment of obesity and end with the discussion of a case study. After watching the narrated lecture, residents will complete a case-based written assignment. Finally, residents are asked to complete a Knowledge Translation plan. Residents are encouraged to engage with their program mentors throughout the course experience to enhance their learning and integration of knowledge into clinical practice.

 Learning Objectives: 

By the end of the session, participants will be able to:

1. Define pediatric obesity using current clinical criteria.
2. Describe the multifactorial causes and health consequences of pediatric obesity.
3. Identify movement impairments and functional limitations associated with obesity in children and adolescents.
4. Perform age-appropriate PT examination and outcome measurement.
5. Design safe, evidence-informed exercise interventions and behavior-support strategies.
6. Collaborate effectively within interdisciplinary obesity management teams.

 Estimated Educational Hours:

1. Asynchronous narrated lecture: 1.5 hours

2. Resident required readings and assignment: 1.5 hours

3. Knowledge translation worksheet: 1 hour

 Presenter Bio: 

Susan N. Smith is a board certified pediatric physical therapist with over 20 years of experience. Susan started her career in pediatric rehabilitation and school based care in Greenwood, Mississippi. She has worked at the University of the Incarnate Word in San Antonio, TX for the past 14 years teaching patient/client management as well as serving as the residency director for the Incarnate Word-Methodist-TEAMability pediatric residency.

  Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only.
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.

 Asynchronous Content:

• •Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.
• •A handout is included with the slides from the presentation video.

 Assignment and Required Readings:

• All participants should complete the assignment described here before viewing the asynchronous presentation.
• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions.
• Read the required readings provided.

Knowledge Translation Reflection:

• •After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.

 Please email the presenters if you have any questions about the content or assignments.

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter’s Names and Email Addresses:

Lori Bartleson    [email protected]

 Module Description:

This course is designed to advance the pediatric resident’s knowledge and evidence-based practice of physical therapy in the Early Intervention Setting. Part 1 of the course is an asynchronous learning module on foundational knowledge of Early Intervention and the physical therapist’s role in this setting, followed by a case-based written assignment. Part 2 of the course is a synchronous session with a case-based discussion, which will also include a mock routines-based interview with the caregiver and planning for transition to preschool. Finally, residents are asked to complete a Knowledge Translation Plan. Residents are encouraged to engage with their program mentors throughout the course to enhance learning and integration of knowledge into clinical practice.

 Learning Objectives: 

Upon completion of this module, participants will:

1. Identify early intervention eligibility criteria under Part C of IDEA.

• Recognize the role of service coordination in the IFSP

1. Understand principles to conduct an effective family interview and child observation to determine the family’s needs and supports.
2. Define family-centered care, including coaching and treating in the natural environment.
3. Explain the impact of cultural differences during assessment, IFSP development, and interventions
4. Summarize the transition process from IDEA Part C to IDEA Part B.

 Estimated Educational Hours:

1. Asynchronous narrated lecture: 1 hour

2. Resident required readings and assignment: 2 hours

3. Synchronous session: 2 hours

4. Knowledge translation worksheet: 1 hour

 Presenter Bio: 

Lori Bartleson is a Board-Certified Pediatric Clinical Specialist with 30+ years of experience as a pediatric physical therapist. She is an assistant professor in the Doctor of Physical Therapy program at Charleston Southern University. She also serves as the Medical University of South Carolina (MUSC) Physical Therapy Pediatric Residency Coordinator. In addition, she has been an adjunct faculty member at Rocky Mountain University in their transitional Doctor of Physical Therapy Pediatric Science program, teaching the Seminar on Children and Youth in Early Intervention and Education Environments. Lori has experience working with children ages 0-21 in various settings, including early intervention, school-based, and outpatient. Lori graduated with a Bachelor of Science in Physical Therapy from MUSC in 1995 and her Doctorate in Physical Therapy from A.T. Still University in 2012. Locally, Lori has served the American Physical Therapy Association (APTA) South Carolina Chapter members as the Lowcountry District Co-Chair, on the Board of Directors, and the Nominating Committee. Nationally, she has served as the APTA Academy of Pediatric Physical Therapy’s Residency and Fellowship Special Interest Group Secretary and the Chair of the Adolescents and Adults with Diverse Abilities Special Interest Group. She has also served as the South Carolina State Representative for the APTA Academy of Pediatric Physical Therapy members. Lori is an APTA-certified clinical instructor with over 25 years of teaching and mentoring physical therapy students. She has presented at local, state, and national conferences for physical therapists. She has co-authored and published research in pediatric physical therapy.

 Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only. 

• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

 Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

 Assignment and Required Readings:  

• All participants should complete the assignment described here before the virtual meeting if one is scheduled. 

• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions.

• Read the required readings provided.

• Chiarello, L., Jeffries, L., Rapport, MJ. “Early Intervention Physical Therapy: IDEA Part C”. Pediatricapta.org/fact-sheets. APTA Academy of Pediatric Physical Therapy. (2010).
• Chiarello, L., Jeffries, L., Rapport, MJ. “Natural Environments in Early Intervention Services”. Pediatricapta.org/fact-sheets. APTA Academy of Pediatric Physical Therapy. (2019).
• D'Arcy E, Wallace K, Chamberlain A, et al. Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions. Autism. 2022;26(4):928-939. doi:10.1177/13623613211036809
• Gmmash, A. S., Effgen, S. K., Skubik-Peplaski, C., & Lane, J. D. (2021). Parental Adherence to Home Activities in Early Intervention for Young Children with Delayed Motor Development. Phys ther, 101(4) 
• McWilliam, R. A. Casey, A. Sims, J. The Routines-Based Interview: A Method for Gathering Information and Assessing Needs. Infants & Young Children 22(3):p 224-233, July 2009. DOI: 10.1097/IYC.0b013e3181abe1dd
• McWilliam, R.A. Protocol for the Routines Based Interview. 2009.
• Pereira APS, Jurdi A, Reis HIS, Sousa A. Routine‐based interview in early intervention: professionals’ perspectives. Support for learning. 2022;37(3):435-449. doi:10.1111/1467-9604.12419
• Weaver, P, Cothran, D; Dickinson S; Frey, G. Physical Therapists' Perspectives on Importance of the Early Intervention Competencies to Physical Therapy Practice. Infants & Young Children 31(4):p 261-274, October/December 2018. | DOI: 10.1097/IYC.0000000000000127  

 Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.  

• Please plan to have your video on during the entire session to facilitate interaction and discussion. 

• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.  

• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.  

• The synchronous session will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.  

 Knowledge Translation Reflection:

• •After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.

 Please email the presenters if you have any questions about the content or assignments. 

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected]. 

Presenter name and email address: Heather Aker, [email protected]

 Module Description:

 This course is designed to advance the pediatric residents’ knowledge in the examination and treatment of pediatric patients with Congenital Muscular Torticollis and Plagiocephaly. Part 1 of this course is an asynchronous learning module on the examination and treatment of infants with Congenital Muscular Torticollis and Plagiocephaly. Upon completion of this module, the learner will use the content presented as well as two included articles to prepare a case-based written assignment. Part 2 of this course will be a synchronous session for discussion of the cases prepared. Residents will be asked to complete a Knowledge Translation Plan to be reviewed with their residency program mentors and/or director. Residents are also encouraged to engage with their program mentors throughout the course experience to enhance their learning and integration of knowledge into clinical practice.

 Learning Objectives: 

Upon completion of this module, participants will:

• Understand the incidence, etiology and pathophysiology of Torticollis and Plagiocephaly and discuss the importance of early identification and early referral.
• Identify key components of Physical Therapy examination for infants with Congenital Muscular Torticollis and Plagiocephaly and evaluate purpose, validity and reliability of outcome measures.
• Explain the impact of Torticollis and plagiocephaly on development and how it affects associated body structures and overall gross motor function.
• Apply the APTA levels of severity classification for infants with Congenital Muscular Torticollis and integrate other patient factors to formulate PT prognosis and plan of care.
• Review evidence-based interventions for patients with Congenital Muscular Torticollis and detect red flags for referring out to other medical professionals.

Estimated Educational Hours:

1. Asynchronous Activity 2 hours

2. Resident required readings and assignment: 30 minutes (skim/scan/review CPG)

3. Module Assignment: 1 hour

4. Synchronous session: 2 hours

5. Knowledge translation worksheet: 1 hour

 Presenter Bio: 

Heather Aker, PT, DPT, DHSc has been a member of the Physical Therapy Department at The Children’s Hospital of Philadelphia for more than 10 years. She has worked in a variety of pediatric settings including early intervention, school systems, and an outpatient clinic specializing in hippotherapy. As a physical therapist at the Children’s Hospital of Philadelphia Heather has worked in acute care and outpatient settings, as well as having early in her career participated in CHOP’s Pediatric Physical Therapy Residency. Her clinical interests are congenital muscular torticollis, treating the infant/parent dyad, and post-concussion recovery. Heather has conducted research using retrospective data from CHOP’s Arcus database and looks forward to expanding the body of evidence related to congenital muscular torticollis treatment and prognosis. In addition to clinical practice, Heather has also participated in academic education as an adjunct professor at Widener University as well as guest lectures at Widener University, and Arcadia University. Heather graduated from Widener University with her Doctor of Physical Therapy, and the University of Indianapolis with her Doctor of Health Sciences.

Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only. 
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

 Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

 Resident Assignment:

• Participants should complete the Torticollis & Plagiocephaly module assignment and answer the questions on the worksheet about the corresponding cases. This will be reviewed during the synchronous session.
• Complete the following required readings:
  • 2024 Torticollis CPG, included in articles.
  • As directed in the power point, please skim/scan/review other included articles.

 Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.  
• Please plan to have your video on during the entire session to facilitate interaction and discussion. 
• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.  
• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.  
• The virtual meeting will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.  

Knowledge Translation Reflection:

• After the synchronous session, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director. .

Please email me if you have any questions about the content or assignments! I look forward to meeting everyone!

Heather Aker, [email protected]

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].

Presenter(s) Name(s) and Email Address(es):

Helen Carey: [email protected]

Module Description: 
This module is designed to advance the pediatric resident’s knowledge and evidence-based application of clinical outcome measures in pediatric physical therapy practice. Part 1 of the course is an asynchronous learning module on foundational knowledge of clinical outcome measures, followed by a case-based written assignment. Part 2 of the course is a synchronous session for case-based discussions.  Finally, residents are asked to complete a Knowledge Translation Plan. Residents are encouraged to engage with their Program mentors throughout the course to enhance learning and integration of knowledge into clinical practice.

Learning Objectives:  
Upon completion of this module, Participants will:
1. Identify core psychometric properties of outcome measures and explain how they support clinical use of these tools.
2. Evaluate the purpose, validity, and reliability of specific outcome measures used to assess impairments, functional skills and participation in children with disabilities.
3. Discuss how outcome measure results can inform evaluation, prognosis and treatment planning for children with disabilities.
4. Integrate current literature on outcome measures for children with disabilities into clinical practice through case examples.

Estimated Educational Hours: 
1. Asynchronous narrated lecture: 2 hours
2. Resident required readings and assignment: 2 hours (1 hour independently and 1 hour during synchronous session for group work for case presentation)
3. Virtual Meeting: 3 hours (1 hour group work and 2 hours of case presentations)
4. Knowledge translation worksheet: 1 hour

Presenter Bio:  
Helen Carey, PT, DHSc, PCS is currently an Assistant Professor in the South College Doctor of Physical Therapy Program in Knoxville, TN. She was formerly the director of The Nisonger Center Pediatric Physical Therapy Residency Program at The Ohio State University. She developed the program in 2008 and served as Director until 2018.  She received her BHS in Physical Therapy from The University of Kentucky and both her MHS and DHSc in Physical Therapy from the University of Indianapolis. She has been a board-certified clinical specialist in pediatric physical therapy since 1999. Dr. Carey has over 30 years of experience in clinical practice as well as education and mentoring in both the academic and clinical settings.  Her research interests include CP and measurement of clinical outcomes in pediatric physical therapy.  She is a published author, researcher, and has presented at local and national levels on topics related to pediatric physical therapy, including clinical outcome measurement tools. Dr. Carey is a member of the APTA Academy of Pediatrics and serves on various committees and workgroups within the APTA.

Confidentiality Agreement:
• Please respect intellectual property rules. All content is intended for your use only.
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material. 

Asynchronous Content: 
• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled. 
• A handout is included with the slides from the presentation video. 

Assignment and Required Readings: 
• All participants should complete the assignment described here before the virtual meeting if one is scheduled.
• Prior to the synchronous session, all course participants will review the resident assignment to familiarize themselves with the tests and measures to be discussed during the synchronous session. During the synchronous session, residents will be divided into breakout rooms for the first ~45 minutes of the synchronous session. Each breakout room will be assigned a section of tests and measures and will work collaboratively to complete the bolded statements. All residents will then return to the main Zoom room to share and discuss their findings with the full group.

Virtual Meeting: 
• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software. 
• Please plan to have your video on during the entire session to facilitate interaction and discussion.
• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have. 
• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions. 
• We will use breakout rooms for the first 45 mins for small group discussion of assigned case scenarios (assignments to be made at the beginning of the synchronous session). We will then return to the main room and each group will have the opportunity to present and discuss their cases, using the case worksheet. 
• The virtual meeting will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there. 

Knowledge Translation Reflection: 
• After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director. 

Please email the presenters if you have any questions about the content or assignments.
If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].