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presented by Mike Studer, PT, DPT, MHS, NCS, CEEAA, CWT, CSST, CBFP, CSRP, FAPTA
Financial— Mike Studer receives compensation from MedBridge for the production of this course. There are no other relevant financial relationships. Nonfinancial— No relevant nonfinancial relationship exists.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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This course is a recording of a previously hosted live webinar event. Polling and question submission features are not available for this recording. Format and structure may differ from standard MedBridge courses. In this course, therapists will be exposed to the evidence and direct clinical application of dual task testing and treatment in the patient recovering from stroke. Therapists will learn how to test, treat, document, and progress individuals recovering from stroke with the correct dosage of dual task intervention. It will also help patients achieve greater tolerance of distractions and improved procedural memory formation after stroke, thereby maximizing their true functional independence and safety in community integration.
Mike Studer, PT, DPT, MHS, NCS, CEEAA, CWT, CSST, CBFP, CSRP, FAPTA
Mike Studer received his physical therapy degree from the University of Missouri-Columbia in 1991. He received his postprofessional MHS degree in physical therapy with neurologic emphasis from the University of Indianapolis. He has been board-certified as a clinical specialist in neurologic physical therapy since 1995 and designated a certified exercise expert in the aging adult…
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1. Why Should I Distract My Patients? The Case for Dual Tasking
This introductory chapter provides the functional case for dual task relevance in post-stroke recovery for PT, OT, and SLP.
2. The Physiology of Attention and Dual Task Management
This chapter defines attention and dual tasking. It also identifies locations and networking in the brain for normal and post-stroke considerations, dual task, and answers questions about how the brain processes distracting environments and/or the load of a secondary simultaneous task.
3. Evidence-Based Learning in Normal and Post-Stroke
In an effort to best understand the neurologic mechanisms of learning after stroke, this chapter reviews normal learning and the neuroplastic opportunities in recovery.
4. Functional Relevance of Dual Task Tolerance After Stroke
This chapter offers perspective on all of the various functions that are impacted by dual task intolerance after stroke, from walking and beyond. Considerations and applications in the multidisciplinary team goals of PT, OT, and SLP are included.
5. Dual Task Testing After Stroke
In this chapter, the participant is exposed to the current evidence and future clinical directions of dual task testing, as related to stroke recovery in terms of both gait and balance rehabilitation.
6. Dual Task Training for Distraction Tolerance in the Home and Community
Many patients recovering from stroke cannot tolerate distractions. This chapter reviews training dual task tolerance of distractions for safe and efficient function, despite the presence of distracting environments or secondary tasks.
7. Dual Task Training to Promote Automaticity After Stroke
Training dual task has the potential to facilitate improved automaticity of pre-stroke procedural memories. This chapter includes an extensive review of interventions (with complimentary suggestions of documentation), focused on achieving this goal in gait, ADLs, IADLs, swallowing, communication, and community mobility.
8. Documentation, Technological Advances, and Compensations for Non-Responders
Skilled therapy must have a justification with measures, goals, and outcomes. Dual task training is no different. This chapter additionally highlights some of the technological advances in virtual reality and body worn sensors. Finally, compensation is the route for some patients who are either too severely impaired or have lesions, in particular to learning centers, preventing them from being able to benefit from dual task training. In this section, we will review how to help these individuals still function optimally, despite these limitations.
9. Q&A
This is a viewer submitted question and answer session, which will be facilitated by Mike Studer.
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