Applied Health Physical Therapy 884
AHPT 884: Pediatrics
Prerequisite: AHPT 870 or permission of the Department
Credit Hours: (4)
The Pediatrics course is based on the Guidelines for Pediatric Content in Professional Physical Therapy Education from the Pediatric Section of the American Physical Therapy Association. Upon completion of the course, students will have the specific body of knowledge needed for entry-level pediatric physical therapy practice.
Detailed Description of Course
The Pediatric course is based on the Guidelines for Pediatric Content in Professional Physical Therapy Education from the Pediatric Section of the American Physical Therapy Association. Upon completion of the course students will have the specific body of knowledge needed for entry-level pediatric physical therapy practice. Didactic content will include; child development, pediatric disorders and illness, developmental testing, pediatric patient/family management, and service delivery issues in all settings. Students will explore evidence-based medicine for further investigation of the efficacy of physical therapy outcome measures in pediatrics. Major emphasis will be on the development of critical thinking and the ability to integrate knowledge from previous core curriculum content areas. A comprehensive group case study will provide students the ability to explore team roles, research disorders and integrate treatment strategies with their particular case. Students will be required to observe a treatment or examination of a child by a pediatric therapist at local clinical sites. It is the responsibility of students to initiate contacting the clinical site and arranging the observation period.
Detailed Description of Conduct of Course
Course content may be delivered by lecture, patient demonstration, small-group cooperative learning, case study analysis/ presentations, supervised student/ patient interactions, video analysis and community observations.
Goals and Objectives of this Course
Will require students to:
1) Identify and understand the sequence of normal motor development; 2) Identify the sequence of motor development for attainment of mobility and stability functions; 3) Identify primitive reflexes and sensory contributions and their influences on motor performance of the developing child; 4) Through patient observation and case reports, identify and analyze abnormal postures and sequencing subsequent to development and disease pathologies; 5) Use critical thinking and apply neuroscience concepts and treatment strategies in the handling of children with tonal abnormalities; 6) Select and perform a comprehensive neuromotor examination, evaluation, and intervention program for a child at different developmental stages; 7) Compare and contrast, for purposes of appropriate selection, standard assessment tools available to test children before the age three (Brazelton, Dubowitz, Alberta Infant Scale, Michigan, HELP, GMFM, SFA, MAI, Peabody, Bruninks-Osteretsky); 8) Analyze the results of medical/family history, systems review, and examination relevant to the development of a pediatric physical therapy plan; 9) Establish long and short term goals within the available resources in the treatment of a child with aberrant motor development, oral-motor dysfunction, and tonal abnormalities; 10) Demonstrate treatment handling techniques to prevent or reduce pathological influences and promote positive motor control in development; 11) Integrate neurological and musculoskeletal treatment considerations into daily living and play activities through family-focused intervention that involves educating parents about evaluation results and therapeutic indications and engaging parental input for daily planning that is sensitive to individual family dynamics; 12) Assess adaptive equipment, orthotics/ prosthetics and seating used in the attainment of developmental goals and how such adaptations prevent deformities and reinforce normal motor development, improve mobility and foster greater independence in daily living; 13) Examine and evaluate interpersonal effectiveness by simulated participation in team planning to establish and prioritize the child and family goals; 14) Describe the role of the physical therapist on an Early Intervention Team and write the physical therapy component of the Individual Family Service Plan (IFSP); 15) Describe and assess the role of physical therapy within the public school system and write the physical therapy component of an Individualized Educational Plan (IEP), an IDEA Part B(504), and the Americans with Disability Act; 16) Internalize and display empathy and assertiveness to establish rapport with children while providing the therapeutic environment necessary for administration of a standardized tool; 17) Examine, understand, and practice evidence-based practice and formulate questions for further study of the efficacy of physical therapy outcomes measures in the pediatric population; 18) Use the physical therapy practice patterns in the Guide of Physical Therapists Practice as it relates to pediatric physical therapy; 19) Integrate treatment handling strategies in acute care, outpatient, rehab hospitals, school settings, early intervention, home, and community environments to promote motor development; 20) Demonstrate effective, culturally sensitive and age-appropriate communication with patients and parents/guardians; 21) Provided a case history, determine appropriate adaptive equipment, mobility devices, prostheses, orthoses, serial casting, and splints (including assessment and modification of existing equipment) needed for optimal positioning, play, functional mobility, and ability.
May include but are not limited to:
Written examinations, community observation reflective papers, lab assignments, written individual and group case analyses and presentations, and presentation of treatment plans.
Other Course Information
Review and Approval
February 10, 2014