presented by Jenny L. Clark
Choosing assessment tools and using clinical reasoning to pinpoint a treatment plan for effective outcomes can be challenging for pediatric occupational and physical therapists. In this course, clinicians will learn to develop a large repertoire of pediatric therapy assessment strategies in order to individualize the evaluation process for each child. Interpreting assessment results involves combining results from standardized test scores, clinical observations, and teacher/parent/caregiver input, then using deductive reasoning to synthesize deficits into a cohesive report that addresses participation in childhood occupations. This course provides clinicians with skills to individualize the selection of appropriate assessments, interpret results, and develop an effective intervention program.
Jenny L. Clark, OTR/L, has helped children over the past 25 years as a licensed pediatric occupational therapist working as a speaker, consultant, private practitioner at her own clinic (Jenny’s Kids, Inc.), school-based occupational therapist, independent contractor for early intervention services, author, and inventor. Her Sensory Processing Disorder Kit: Simulations and Solutions for Parents, Teachers, and Therapists(AAPC 2006) won the 2007 Media in Excellence video award from the Autism Society of America. Her passion for developing new approaches to therapy can be seen in her diverse contributions to the field, including the evidence-based curriculum material Learn to Move, Move to Learn: Sensorimotor Early Childhood Activity Themes (AAPC 2004) and the sequel, Learn to Move, Moving Up! Sensorimotor Elementary School Activity Themes (AAPC 2009). Jenny was a contributing author for the book Autism Spectrum Disorders: A Handbook for Parents and Professionals (Greenwood Publishing Group 2007), as well as the author of a chapter in Autism Spectrum Disorders: Foundations, Characteristics, and Effective Strategies (Pearson Publishing 2011). Most recently, Jenny was the technical reviewer for The Everything Parent’s Guide to Sensory Processing Disorder (Terri Mauro, Adams Media 2014). Jenny is the inventor of the patent-pending “Weigh” Cool Bracelet (www.abilitations.com) and her most recent creation, the Letter Treasure Hunt handwriting game (Therapro 2014). She can be reached at www.SPDconnection.com.
Chapter one examines a variety of occupation-based assessments and standardized tests used in pediatric therapy evaluation to assess gross and fine motor skills, sensory processing, handwriting, and visual perceptual motor skills. Therapists will learn how to apply a keen eye on clinical observations for assessing underlying neuro-motor components affecting function. Gathering critical detail in the evaluation process will help you to develop a comprehensive and targeted treatment plan.
Chapter two breaks down the evaluation process into a six-stage sequence; gathering background information, selecting standardized tests based on areas on concern, implementing the formal evaluation process, scoring and interpreting tests that were given, synthesizing results, developing an effective treatment program, and collaborating with families to develop functional goals. Therapists will learn the subtle nuances of skilled clinical reasoning that makes the assessment process time efficient and productive, in order to attain targeted and clear baseline data for developing a comprehensive treatment plan.
Chapter three presents four case examples to help therapists make effective choices for evaluations and develop suitable treatment plans. Case examples include a 9-year-old boy with attention deficit disorder, a 3-year-old boy with autism, a 5-year-old girl with sensory processing disorder, and a 4-year-old preschool boy with autism. Each case example provides information regarding parent and teacher concerns and allows therapists to practice selecting which assessment they may use to evaluate the child. Evaluation results, comprehensive treatment plans, and occupation-based outcomes will all be discussed.
Chapter four presents three additional case studies. Case examples include a 4-year-old girl with sensory processing disorder, a 9-year-old boy with autism, and a 9-year-old girl with Down syndrome. In this final chapter, therapists will be given strategies to use in determining which of the tools presented in chapter one should be implemented in evaluating children and developing a plan for successful occupation-based outcomes.