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.
Assessment Measures
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
None
Review and Approval
February 10, 2014