Featured Occupational Therapy Courses
This course examines the current state of rehabilitation outcomes measurement in post-acute care (PAC) settings: inpatient rehabilitation, skilled nursing facility, long term acute care and home health care. Patients cared for in these settings often transition between multiple sites of care when their health and functional status changes, and therefore are particularly vulnerable and costly to the health care system. Currently, performance measurements across PAC settings are fragmented due to the heterogeneity of patient populations, as well as the various reporting mechanisms across settings. This course provides participants with a context for understanding the complex issues that contribute to the questions raised by external agencies and policymakers who seek to understand the value of rehabilitation in post-acute care. Instructor Ellen Strunk describes the efforts currently underway to gather more information and develop meaningful outcome measures to support the value of rehabilitation services in disease management as well as future models of payment. Learn more
Using orthoses for immobilization is an important therapeutic intervention to help support and protect the injured upper extremity after surgery or trauma, and also to offer balance and help position the hand and wrist for enhanced function due to injury or pain. Therapists require core knowledge in upper extremity anatomy, biomechanical principles of orthotic fabrication and hands on practice to be able to fabricate well-fitting and appropriate orthoses for clients requiring immobilization of joints of the upper extremity. Learn more
What makes therapy care planning different in a home-based model? At face value it may seem that the delivery of therapy is fundamentally the same across all settings but being in a person’s home presents unique challenges and opportunities to maximize impact of functional ability. This course will set the stage for home based care by comparing and contrasting regulatory, care coordination and documentation expectations to facility based care. Learn more
It is common for a clinician to lack direction when a child presents with the diagnosis of "idiopathic toe walking." The situation is often frustrating for all involved and frequently results in inaccurate evaluation with ineffective intervention and poor achievement of results. This course discusses the consequences of incorrect and delayed intervention, and reviews the evidence related to toe walking and ideal gait. The result is an alternate, and effective approach to pediatric toe walking. Participants will learn the necessity of timely and accurate management of pediatric toe walking, and how to recognize when a child has impaired biomechanics and/or sensory dysfunction that is negatively affecting their gait pattern. Learn more
Illegible handwriting, also known as dysgraphia, is the primary reason for referrals to therapists practicing in school-based settings. Although handwriting instruction is the responsibility of teachers, the therapist's role is in the identification of the motor, sensory, and perceptual deficits underlying dysgraphia. In this course you will learn signs and symptoms of the three different types of dysgraphia and be able to identify functional handwriting challenges in school-age children. Assessment tools used to determine recognition of dysgraphia will be discussed with specific case examples. Viewers will ascertain a variety of remedial activities along with functional adaptations that can be used to assist children with success in functional written communication skills for scholastic achievement. Learn more
This session will help learners develop better interaction skills when working with people with Dementia and their families. The goal of this course is to enhance treatment session outcomes and quality of life for those living life with some form of Dementia within their support systems.
Emphasis is placed on the value of recognizing changing abilities that impact interaction and performance skills. Utilizing the dementia state ‘GEMS’ assessment model and modifying communication strategies, learners will be able to make better use of retained abilities while acknowledging unrealistic expectations due to dementia. Professionals will be better able to help themselves, as well as guide families and staff they work with, reduce or minimize unproductive conversations and ‘refusals and resistive’ behaviors by using more effective verbal and non-verbal communication and ‘approach techniques’.