2024 ROCKY MOUNTAIN ANNUAL CONFERENCE & PT EXPO

This presentation will provide participants with an introduction to the evidence-based START-Play early intervention approach. Content will cover the theoretical underpinnings, findings from a recent randomized, controlled clinical trial, and key differences between START-Play and usual-care early intervention. While most content will be delivered in an interactive lecture format, the session will also include case-based, group problem-solving.

The purpose of this presentation is to reframe how a PT assesses an individual child’s impairments and subsequent therapeutic interventions. In particular when the child’s sensorineural-motor systems do not respond in the way the therapist expected. This paradigm was first published by Christine Robenalt, PT, in the 2022 book, Integrative Lifestyle Medicine for Physical Therapists. It is a simple yet encompassing approach that can be applied to pediatric clients, but also to any client who does not appear to improve or progress as anticipated. This paradigm is multi-system. It takes into account the entire child (or client) and emphasizes a strengths-based approach for clinicians and caregivers. The key components of the paradigm include, 1) Invite what you want to see; 2) Increase novelty or fun; 3) Create safety by altering sensory stimuli which is interfering with learning; 4) Start with what the child (patient) is successful with even if it is the opposite of what was desired by the PT. 5) Always act with love and respect for the child (patient), assuming positive intent.

Evidence continues to support that many individuals with significant cognitive impairments and medical conditions are at risk for obesity and sedentary lifestyles. School-based physical therapists are in a unique position to help promote physical fitness and wellness in at-risk populations. A multidisciplinary school-based team created and implemented an 8-week interval fitness program for students with cognitive impairments. This session brings to light many thought-provoking questions and discussions. Is a physical education class enough to create functional changes in at-risk populations or prevent a decline in function? Are minimal or consultative physical therapy services meeting high school student needs? What is the role of the physical therapist in supporting physical education classes or center-based programs? How does function correlate with participation? This program challenges the traditional school-based model of service delivery and highlights the need for ongoing intervention for at-risk populations.

This presentation will provide attendees with a review of primitive reflexes and milestones in early infancy through the progression to early childhood, discuss the interplay between feeding and motor development, and offer evidence-based treatment interventions to support the transition from reflex-driven movement to voluntary movement patterns. A review of current literature, case scenarios, and demonstration of hands-on techniques will be utilized via lecture, review of videos, and in-person demonstration of techniques.

This educational session is designed to understand the development of the diaphragm and pelvic floor muscles (PFM) as it relates to core function and continence in children. Special needs children or those with musculoskeletal asymmetries frequently have a weak core, postural compensations and develop poor bowel and bladder habits. Did you ever consider activating a child’s pelvic floor musculature to increase their core strength and control, and improve their functional ability? Learn how to connect the ribcage, the diaphragm, and the pelvic floor for proper core activation. Focus on assessment and treatment of the core/breathing and the PFM in a school-based setting will be provided. This includes how to identify constipation and/or dysfunctional voiding habits and understanding how managing constipation can improve posture core control and breathing. The information presented in the course applies to children who have been diagnosed with Cerebral Palsy, Down Syndrome, ASD, Hypotonia and more.

This presentation will provide an evidence-based, current look at neurodiversity in relation to the impact and delivery of care in pediatric physical therapy settings. The class will involve breaking down the current barriers to providing neurodiversity affirming physical therapy practices including persistent myths, educational trends, and provider knowledge across disciplines. This class will be delivered in a lecture format with activities and reflective questioning to highlight concepts.

The goals of this presentation are to introduce the concept of physical literacy including differentiating between physical activity, fitness, and literacy and discuss the relevance to the pediatric population in the state of Colorado. We will review methods in which patients, particularly pediatric patients, learn movement patterns, motor control, and strengthening activities. This will include background on long-term athletic development and motor-learning principles throughout youth development. The current state of youth sports and the problems with sports specialization will also be discussed. We will suggest specific examples and methods to improve physical literacy throughout Physical Therapy practice. We will also educate on the prevalence of inactivity in the United States and provide tools to address inactivity in the pediatric population as well as education for improvements in clinical practice and educational opportunities for therapists to use for patients and families.