PCC > Academics > Areas of Study > Health Professions > Physical Therapist Assistant > Syllabi > PTA 240
COURSE SYLLABUS TITLE OF COURSE Neurologic Assessment & Management Techniques PREFIX/NUMBER PTA 240 INSTRUCTOR Paula Thomas DAYS/TIME Monday and Wednesday BUILDING/ROOM INSTRUCTOR OFFICE HOURS: M T W R F Pueblo Community College is an equal opportunity educational institution and does not discriminate on the basis of age, race, religion, color, national origin, sex, or disability in its activities, programs, or employment practices as required by Title VI, Title IX, Section 504, Age Discrimination Act, and Title II of the ADA. The College has designated the Director of Human Resources as its Affirmative Action Officer with the responsibility to coordinate its civil rights compliance activities and grievance procedures. For information, contact the Human Resources Office, 900 West Orman Avenue, Room CA-210, Pueblo, CO 81004, (719) 549-3220; or the Office for Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Boulevard, Suite 310, Denver, CO 80204-2512, (303) 844-5695 (TDD – (303) 844-3417). TDD may be accessed through the PCC Human Resources Office.
COURSE SYLLABUS
TITLE OF COURSE
Neurologic Assessment & Management Techniques
PREFIX/NUMBER
PTA 240
INSTRUCTOR
Paula Thomas
DAYS/TIME
Monday and Wednesday
BUILDING/ROOM
INSTRUCTOR OFFICE HOURS:
M
T
W
R
F
Pueblo Community College is an equal opportunity educational institution and does not discriminate on the basis of age, race, religion, color, national origin, sex, or disability in its activities, programs, or employment practices as required by Title VI, Title IX, Section 504, Age Discrimination Act, and Title II of the ADA. The College has designated the Director of Human Resources as its Affirmative Action Officer with the responsibility to coordinate its civil rights compliance activities and grievance procedures. For information, contact the Human Resources Office, 900 West Orman Avenue, Room CA-210, Pueblo, CO 81004, (719) 549-3220; or the Office for Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Boulevard, Suite 310, Denver, CO 80204-2512, (303) 844-5695 (TDD – (303) 844-3417). TDD may be accessed through the PCC Human Resources Office.
1. TITLE OF COURSE: Neurologic Assessment & Management Techniques
PREFIX/NUMBER: PTA 240
CREDIT HOURS: 5.0
CLOCK HOURS: 30 Lecture 67.5 Lab
2. PREREQUISITE: PTA 230 or Program Director Permission
3. RESOURCES NEEDED:
TEXT: Neurologic Intervention for the Physical Therapist Assistant, Martin & Kessler, 1 st Ed., Saunders
PTA 240 Class Module
OPTIONAL RESOURCES: Assessment and Treatment in Physical Rehabilitation by O'Sullivan and Schmitz
Therapeutic Exercise Foundations and Techniques by Kisner and Colby
Taber's Cyclopedic Medical Dictionary or Mosby's
Medical dictionary.
Guide to Physical Therapist Practice, 2nd edition, Journal
of the American Physical Therapy Association.
Testing 6th edition by Daniels and Worthington
Learning Resource Center reserved readings (as given by
instructor)
4. COURSE DESCRIPTION:
The theory and principles of physical therapy will be expanded with an introduction to assessment, management techniques and advanced physical therapy procedures as they relate to neurologic, cardiac and pulmonary conditions.
5. COURSE OBJECTIVES:
1.0. Describe the psycho-emotional aspect of illness and disability, determine the impact upon the treatment plan, based upon diverse cultural and socioeconomic populations.
2.0. Discuss concepts, goals, indications, precautions, and contraindications involved in therapeutic exercise and their application to specific neurological diagnoses utilizing principles of safety.
3.0 Identify common neurological diagnoses and appropriate interventions.
4.0 Observe and respond to acute changes in the physiological state of the neurological patient during therapeutic interventions.
5.0 Describe, identify and be able to interpret the evaluation tools used in sensory and balance tests, movement responses and functional assessments relative to the neurological patient.
6.0 Discuss and apply concepts and principles of normal motor development.
7.0 Identify and apply the concepts and principles of the advanced therapeutic approaches in NDT/Bobath, PNF, Rood, and Brunnstrom.
8.0 Discuss concepts, goals, indications, precautions and contraindications involved in therapeutic exercise and their application to cardiac and pulmonary diagnoses utilizing principles of safety.
9.0 Demonstrate the ability to document physical therapy interventions as they relate to neurological, cardiac and pulmonary patients.
10.0 Utilizing appropriate principles, describe and demonstrate progression of the neurological cardiac and pulmonary patient.
General Program Core Abilities:
During this course and throughout the PTA Program curriculum the student will be able to:
1. Demonstrate appropriate verbal and non-verbal communication during all inter-actions with others.
2. Produce appropriately written documents that are legible, grammatically correct and accurate
3. Demonstrate professional behavior by coming to class on time, being prepared and assuming responsibility for learning.
4. Demonstrate awareness of the role and utilization of the PTA.
5. Treat others with respect and dignity, recognizing and accepting individual and cultural differences.
6. Demonstrate awareness of ethical and legal aspects in physical therapy practice
7. Maintain safe working environment and assure safety of others and self during all interactions.
8. Demonstrate ability to participate in self assessment and modify behaviors accordingly.
9. Demonstrate comprehension of the physical therapy plan of care.
10. Demonstrate ability to adjust components of treatment as necessary and within the plan of care.
11. Demonstrate ability to report all changes in patient status or treatment.
12. Demonstrate ability to educate patients, peers, caregivers and others.
Learning Objectives
For successful completion in written exams, quizzes, assignments, group activities, in a simulated lab scenario, and/or lab activity the student will demonstrate a minimum 78% competency in the ability to:
MOTOR LEARNING / MOTOR CONTROL UNIT
1. Role play in selected lab activities demonstrating knowledge of the psychosocial, cultural and socioeconomic impacts upon the treatment plan.
2. Define:
Motor Learning Practice Schedules
Motor Skills Part vs. Whole Learning
Motor Behavior Mass vs. Distributed Practice
Motor Performance Cognitive, Associative, and
Feedback Autonomous Phases of Learning
Knowledge of Performance Knowledge of Results
3. Discuss rationale why we might need to consider use of practice schedules, whole vs. part learning with special needs populations.
4. Discuss the physiological, biomechanical and neurophysiological effects of exercise.
5. Discuss the indications for passive, active-assistive, resistive, endurance and stretching exercises with special needs populations.
6. Discuss the use of Practice Schedules in the phases of skill learning as they relate to differing patient populations with CNS dysfunctions.
7. Discuss skill breakdown in a motor act with a fatiguing patient.
8. Describe the classifications of abnormal tone such as Hypotonia, Cogwheel rigidity, Spasticity, Clasp Knife, Flaccidity, and spasm
9. Describe the principles of the sensory / motor loop for facilitation or inhibition of motor production.
10. Document course of treatment using SOAP format
11. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
12. Appropriately apply principles of motor learning during simulated lab scenarios of patients with varying cognitive and physical functions.
13. Devise a treatment protocol for a selected scenario patient who is showing immediate signs and symptoms of fatigue.
14. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
15. Select relevant information from sample Initial Patient Eval forms.
16. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
17. Convert short term strength, range, and pain reduction goals into functional outcomes.
18. Document outcomes of given patient situations.
19. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
20. Write goals of passive, active-assistive, to active mobility patterns such as bed mobility, transfers and gait for neurologic, cardiac and pulmonary patients..
21. Appropriately apply principles of motor learning with patients of varying cognitive and physical function in selected lab activities.
22. Role play in selected lab activities demonstrating knowledge of the psychosocial, cultural and socioeconomic impacts upon the treatment plan.
PNF, BRUNNSTROM, ROOD, NDT UNIT
23. Describe the tenets of therapeutic exercise as applied with proprioceptive neuromuscular facilitation such as diagonal patterning, eccentric lengthening, manual and verbal cueing, etc.
24. Know the Six Stages of Motor Recovery and their characteristics as espoused by Brunnstrom.
25. Discuss the four levels of motor development ie. what occurs in each level ( mobility, stability, heavy work / controlled mobility, and skill) .
26. Describe the correct positioning of a patient who has selected abnormal tone and reflexes present in specific patient scenarios.
27. Recognize patient posturing and movements created by primitive and pathological reflexes.
28. Discuss the stages of motor development progression as discussed by Rood such as: Prone, prone on elbows , pivot prone, quadraped, kneel, half kneel etc.
29. Explain the common reflex patterns seen in normal development and seen in abnormal development.
30. Describe the basic principles of neuro developmental training (NDT) and how the techniques can affect abnormal tone and movement..
31. Discuss how primitive / pathological reflexes influence motor control and growth.
32. Contrast the unique characteristics of treatment approaches espoused in PNF, Rood, Brunnstrom and NDT techniques.
33. Describe rationale for specific positioning techniques for a variety of patients who have abnormal tone and reflex dominance.
34. Discuss theories of compensatory vs. constraint induced theory with CNS injured patient rehabilitation intervention.
35. Document course of treatment using SOAP format
36. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
37. Select relevant information from sample Initial Patient Eval forms.
38. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
39. Convert short term strength, range, and pain reduction goals into functional outcomes.
40. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
41. Document outcomes of given patient situations.
42. Apply selected techniques of PNF, Rood, Brunnstrom, NDT and Motor Control Theory in a variety of patient scenarios.
43. Demonstrate appropriate sensory facilitation/inhibition techniques as espoused by Rood to inhibit abnormal tone or movement in simulated lab scenarios.
44. Demonstrate facilitation techniques to assist a patient with hemiparesis in rolling to the uninvolved side to prevent dependence on caregiver personnel.
45. Devise a treatment protocol for a selected scenario patient who is showing immediate signs and symptoms of fatigue.
46. Demonstrate use of manual contacts, voice tone/verbal cues, timing for emphasis and appropriate PNF techniques for diverse patient populations in mobility lab activities.
47. Demonstrate appropriate sensory facilitation/inhibition techniques as espoused by Rood to adapt to a patient’s continually adjusting postural control.
48. Demonstrate facilitaton techniques / reflex patterns to elicit motor control as espoused by Brunnstrom in selected lab activities..
49. Perform appropriate levels of PNF Rhythmic Stabilization facilitation techniques for sitting and standing balances.
50. Demonstrate appropriate sensory facilitation/inhibition techniques as espoused by Rood to facilitate normal movement patterns or developmental sequences in selected patient scenarios.
51. Perform PNF Rhythmic Stabilization techniques to facilitate normal sitting and standing balances in a variety of neurologically involved patient scenarios.
52. Demonstrate use of manual contacts, voice tone/verbal cues, timing for emphasis and appropriate PNF techniques for diverse patient population.
53. Demonstrate appropriate sensory facilitation/inhibition techniques as espoused by Rood in selected lab activities.
54. Demonstrate facilitation techniques / reflex patterns to elicit motor control as espoused by Brunnstrom in selected lab activities.
55. Facilitate chest wall expansion, diaphragmatic breathing using PNF quick stretch in selected lab activities.
56. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
57. Demonstrate use of manual contacts, voice tone/verbal cues, timing for emphasis and appropriate PNF techniques for diverse patient population.
58. Demonstrate appropriate sensory facilitation/inhibition techniques as espoused by Rood to move a patient through selected developmental sequences.
59. Instruct and progress a patient through various supine to sit, sit to stand maneuvers in selected lab activities
60. Demonstrate teaching the progression from dependent to active-assistive w/c transfers with a patient with quadriplegia.
61. Perform PNF Rhythmic Stabilization techniques for sitting and standing balances.
AMPUTEE UNIT
62. Describe the various levels of amputation; i.e., Chopart, Liz Franc, Symmes transtibial (BKA), transfemoral (AKA), knee disarticulation and total hip disarticulation and how they can impact function and safety..
63. List indications and precautions for residual limb (stump) wrapping.
64. Describe the mobility progression from post surgical amputation to functional rehabilitation.
65. Compare rationale / functional outcomes of Soft vs. Rigid post amputation dressings.
66. Discuss rationale for appropriate positioning and exercises for the new amputee (both transtibial and transfemoral).
67. Devise a treatment protocol for a selected scenario patient who is showing immediate sign and symptoms of fatigue.
68. Describe the muscular contributors during the Stance and Swing phases of the Rancho Los Amigos Gait Cycle such as Initial Contact, Loading Response, Mid Stance, etc.
69. Document course of treatment using SOAP format
70. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
71. Select relevant information from sample Initial Patient Eval forms.
72. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
73. Convert short term strength, range, and pain reduction goals into functional outcomes.
74. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
75. Document outcomes of given patient situations.
76. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
77. Write goals of passive, active-assistive, to active mobility patterns such as bed mobility, transfers and gait for neuro, cardiac and pulmonary patients.
78. Demonstrate patient positioning to prevent the common transtibial and transfemoral residual limb contractures.
79. Demonstrate appropriate wrappings for the residual limb to prevent “dog ears”.
80. Instruct an “amputee patient” in residual limb wrapping, residual limb skin care, donning and doffing the prosthesis to allow progressive wear time of the prosthesis.
81. Instruct a selected “amputee patient” in gait sequences.
82. Instruct an “amputee patient” in the appropriate stretching and strengthening exercises for lower limb.
83. Instruct an “amputee” patient in the appropriate stretching and strengthening exercises for lower limb using PNF techniques such as RR, RI, SR, SRH, CR,HR, etc.
PROSTHETIC / ORTHOTIC UNIT
84. Compare orthotic cosmesis, compliance, rationale for usage/applicacation such as Milwaukee Brace, TLSO, Chairback brace, Taylor brace, Jewett brace, AFO, KAFO, and HKAFO, etc.
85. Discuss the rationale and economic options of adaptive equipment for selected special needs populations.
86. Describe the Prosthetic Rating Scale I-VI for prosthetic justification and procurement.
87. Compare differences between the preparatory prosthesis vs. definitive prosthesis.
88. Identify the portions of the shoe.
89. Identify and rationalize the external and internal modifications of the shoe.
90. Analyze why a Lateral or Medial T Strap would be utilized for an AFO in a given patient scenario.
91. Define the following:
Exoskeleton Endoskeleton
prosthetic axis check strap
extension aid suspension strap
Ice Ross socket SACH foot
piston action suction socket
temporary prosthesis terminal swing impact
Quadrilateral socket Ischial containment socket
92. Discuss the reasons for prosthetic and amputee gait deviations in the transfemoral or trantibial client ie. Abducted gait, Circumducted gait, Vaulting, Early Flexion, etc.
93. Devise a treatment protocol for a selected scenario patient who is showing immediate signs and symptoms of fatigue.
94. Document course of treatment using SOAP format
95. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
96. Select relevant information from sample Initial Patient Eval forms.
97. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
98. Convert short term strength, range, and pain reduction goals into functional outcomes.
99. Document outcomes of given patient situations.
100. Document prosthetic gait dysfunction assessments in selected lab activities.
101. Assess prosthetic / amputee gait dysfunctions using the Rancho Amigos Gait Cycle Terminology in selected lab activities..
CARDIOPULMONARY REHAB UNIT
102. Formulate functional goals for inpatient cardiopulmonary patients at their prescribed MET levels for Cardiac Rehab Phase I
103. Discuss why we must “bag and drag” post CABG patients
104. Know the signs of respiratory distress during PT interventions of patients with COPD,
CHF, Emphysema, asthma, post CABG.
105. Know cardiopulmonary over-exertion signs.
106. Devise a treatment protocol for a selected scenario patient who is showing immediate signs
and symptoms of fatigue.
107. Describe cardiopulmonary over-exertion signs of a patient S/P CABG in Phase I cardiac rehab.
108. Describe functional goals for inpatient cardiopulmonary patients at the prescribed Cardiac Rehab Phase I MET levels.
109. Describe functional goals for outpatient cardiopulmonary patients at their prescribed Cardiac Rehab Phase II MET levels
110. Describe signs of cyanosis, sputum characteristics, and the three main classifications of angina.
111. Devise an appropriate MET level exercise or activity protocol for a post CABG patient in Cardiac Rehab Phase I or II.
112. Document course of treatment using SOAP format.
113. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
114. Select relevant information from sample Initial Patient Eval forms.
115. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
116. Convert short term strength, range, and pain reduction goals into functional outcomes.
117. Document outcomes of given patient situations.
118. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
119. Write goals of passive, active-assistive, to active mobility patterns such as bed mobility, transfers and gait for neuro, cardiac and pulmonary patients.
120. Document vital signs accurately of cardiopulmonary “patients” in lab scenarios.
121. Demonstrate skills to assess proper oxygen levels, cannula integrity, and setting proper oxygen administration levels during patient “scenarios”.
122. Accurately record vital signs before, during, and after exercise / ADL activity in selected lab activities.
123. Facilitate chest wall expansion, diaphragmatic breathing using PNF quick stretch in selected lab activities.
BALANCE / EQUILIBRIUM UNIT
124. Compare Static and dynamic balance characteristics.
125. Describe how demyelinating diseases such as ALS, MS and Guillian Barre Syndrome can affect the systems necessary for equilibrium control processing ie. Somatosensory, Vesti-bular, and Visual systems.
126. Describe mechanisms of injury to the balance systems and how PT interventions can modify the injury outcomes.
127. Devise gait / balance facilitation from assessment of selected patient scenarios.
128. Devise a treatment protocol for a selected scenario patient who is showing immediate signs and symptoms of fatigue.
129. Compare the reliability, types of assessment and equipment needed for assessing the neurologic patient using the Berg, Tinetti Tool, FIM, Functional Reach and Rood sensory assessment protocol.
130. Describe the testing protocols for the Berg, Tinetti Tool, FIM, Functional Reach, and Rood sensory assessment.
131. Document course of treatment using SOAP format
132. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
133. Select relevant information from sample Initial Patient Eval forms.
134. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
135. Convert short term strength, range, and pain reduction goals into functional outcomes.
136. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
137. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
138. Document outcomes of given patient situations.
139. Document patient outcomes using balance and gait assessment tools such as the Tinnetti tool, Get Up and Go Test, etc.
140. Document assessment testing for static and dynamic balance systems in selected lab activities.
141. Assess a geriatric patient using balance and gait assessment tools such as the Tinetti tool, Get Up and Go Test, Functional Reach test, etc.
142. Demonstrate assessment testing for static and dynamic balance systems.
TBI / TRAUMATIC BRAIN INJURY UNIT
143. List physical therapy goals for each stage of recovery of the Rancho Los Amigos Coma levels.
144. Describe several examples of physical, cognitive, and emotional deficits found in the traumatic brain injury patient.
145. Differentiate between the TBI (traumatic head injury) classifications of closed and open head trauma.
146. Discuss why it is contraindicated for head injury patients to avoid heads down positioning in rehab intervention protocols.
147. Know the three levels of concussion and describe the symptomology seen in each.
148. Describe patient response levels of the Rancho Los Amigos Stages of Coma levels with emphasis mainly on Levels I-IV
149. Formulate several PT interventions for each Rancho Los Amigos Stages of Coma with emphasis more on Levels I-IV.
150. Devise a treatment protocol for a selected scenario patient who is showing immediate signs and symptoms of fatigue.
151. Describe the behavioral outcomes / responses to sensory or motor stimuli in Levels I- IV of the Rancho Los Amigos Coma Scale.
152. Document course of treatment using SOAP format
153. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
154. Select relevant information from sample Initial Patient Eval forms.
155. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
156. Convert short term strength, range, and pain reduction goals into functional outcomes.
157. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
158. Write goals of passive, active-assistive, to active mobility patterns such as bed mobility, transfers and gait for neurologic, cardiac and pulmonary patients.
159. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
160. Document outcomes of given patient situations.
161. Document assessment testing for static and dynamic balance systems in selected lab activities.
162. Document the cognitive/physical response level of a traumatic brain injury “patient”.
163. Demonstrate appropriate facilitatory/inhibitory techniques to activate appropriate bed mobility, transfers, and weight bearing activities with a TBI “patient”.
INDUSTRIAL REHAB UNIT
164. Describe the“secondary gain” that is sometimes seen in patient populations with chronic pain / injury diagnoses
165. Define C.A.R.F.
166. Explain why rehab facilities need a C.A.R.F. accreditation
167. Contrast work conditioning and work hardening protocols, reimbursement, goals, and back to work outcomes.
168. Devise an appropriate progression of exercise protocols for an acutely injured “patient” which allows him to achieve safe mobility / balance.
169. Describe different functional capacity assessment tools such as the Polinsky or Isenberger tools.
170. Document course of treatment using SOAP format
171. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
172. Select relevant information from sample Initial Patient Eval forms.
173. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
174. Convert short term strength, range, and pain reduction goals into functional outcomes.
175. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
176. Document outcomes of given patient situations.
177. Devise an appropriate progression of home exercise protocols for an acutely injured “patient” needing to return to previous work levels.
178. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
PEDIATRICS UNIT
179. Describe the clinical characteristics of the three main types cerebral palsy: Spastic, Athetoid, and Ataxic.
180. Discuss the goals of PT intervention for the patient with Spastic, Athetoid or Ataxic Cerebral palsy.
181. Describe precautions; i.e., autonomic dysreflexia, decubiti formation, myositis ossificans in patients with SCI (spinal cord injuries).
182. Discuss normal motor milestones in pediatric populations.
183. Devise a treatment protocol for a selected scenario patient who is showing immediate signs and symptoms of fatigue.
184. List the appropriate age levels for the following motor milestones:
prone on elbows crawling
sitting kneeling
walking reciprocal stair climbing
true run rolling-prone to supine
standing rolling supine to prone
185. Describe primitive reflexes and reactions including stimulus, response, onset and integration of the following:
rooting Moro
palmar grasp flexion withdrawal
positive support ATNR
tonic labyrinthine neck righting
body righting on head body righting on body
hand grasp extensor thrust
STNR Landau
protective extension forward, Equilibrium Responses
sideward, and backward Tilt Responses
186. Document course of treatment using SOAP format
187. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
188. Select relevant information from sample Initial Patient Eval forms.
189. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
190. Convert short term strength, range, and pain reduction goals into functional outcomes.
191. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
192. Document outcomes of given patient situations.
193. Document the cognitive/physical response level of a traumatic brain injury “patient”.
194. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
195. Document tone, posturing and developmental qualities of a normal and a neurologically challenged pediatric client and report the findings on the required form.
196. Assess pediatric subjects in postural or mobility patterns during selected lab activities
197. Assess tone, posturing and developmental qualities of a normal vs. a neurologically challenged pediatric client and report the findings on the required forms
198. Assess primitive and refined reflexes in the pediatric populations in selected lab activities.
199. Demonstrate NDT handling techniques with a low tone and a high tone child with Cerebral Palsy.
GERIATRICS UNIT
200. Discuss physiological changes occurring in the aging process and their impact on the psycho-emotional health of the aging individual
201. List services/community resources for the geriatric and other special populations
202. Design an appropriate treatment intervention from an assessment of a geriatric “patient’s” cognitive/physical capacities
203. Adapt a treatment protocol simulataneously as a geriatric “patient” fatigues during a treatment “session”.
204. Devise a treatment protocol for a selected scenario patient who is showing immediate signs of fatigue
205. Compare the reliability, types of assessment and equipment needed for assessing the neurologic patient using the Berg, Tinnetti Tool, FIM, Functional Reach Test and Rood sensory assessment protocol
206. Discuss physiological changes affecting normal mobility in the aging process.
207. Compare ROM, strength, endurance and coordination of the young adult to the senior adult population.
208. Document course of treatment using SOAP format
209. Formulate appropriate PT intervention plans such as bed mobility, transfers, gait, etc. from a sample Initial Patient Eval form.
210. Select relevant information from sample Initial Patient Eval forms.
211. Write appropriate short term and long term functional mobility/ADL goals for a variety of patient scenarios.
212. Convert short term strength, range, and pain reduction goals into functional outcomes.
213. Discuss the rationale and acquisition of adaptive equipment for special needs populations.
214. Document vital signs accurately of cardiopulmonary “patients” in lab scenarios.
215. Document patient outcomes using balance and gait assessment tools such as the Tinnetti tool, Get Up and Go Test, etc.
216. Document assessment testing for static and dynamic balance systems in selected lab activities.
217. Devise an appropriate progression of home exercise protocols for a variety of patient scenarios.
218. Assess a geriatric patient using balance and gait assessment tools such as the Tinetti tool, Get Up and Go Test, Functional Reach test, etc.
219. Document outcomes of given patient situations.
SENSORY / NEURO ASSESSMENT UNIT
220.