| Pediatric DVD
Series by Barbara Hypes, PT |
Earn Up To 13.5 CEU hours!
Free
Shipping - Limited Time Offer!!!
DVD's may be purchased individually for individual
contact hours. |
1. Treatment of the Child with Hypotonia
This 70 minute DVD is designed to be a teaching tool for treating children
who have low muscle tone. It includes treatment sessions on two children
with different degrees of hypotonia. Both of the treatment sessions have
been edited to highlight a variety of activities therapy can emphasize
for each child. The entire DVD is scripted and professionally narrated
so the viewer receives direct instruction about what the therapist is
doing. The narration explains why each treatment technique is chosen as
well. The DVD also includes an introductory section on major problems
and pertinent treatment strategies for working with floppy patients. This
DVD can be a valuable learning tool for beginning through advanced therapists.
It may also be used to help parents of hypotonic children better understand
their child and the need for ongoing therapy. New footage has been added
to show the viewer what the first child looked like at an earlier and
later age. Additional footage for the second child was not available but
her parents’ report of her progress is noted. It is hoped this additional
footage will further inform the viewer about how to treat children who
present with these types of motor control.
Learning Objectives:
The observer will:
- Understand that having hypotonia interferes with motor development
due to weakness or poor integration of sensory motor input.
- Learn how to challenge the child higher against gravity without
giving them too much support.
- Learn why waiting is an important strategy when working with the
patient who has hypotonia.
- Learn how to link skills together so the child uses emerging control
in new situations.
Purchase This DVD 2. Using the Therapy
Ball to Treat the Pediatric Patient
This 55 minute DVD is designed to show a variety of patients being treated
using the therapy ball. The five patients presented include children from
ages 2 to 16 years with varying diagnoses and physical challenges. Each
patient is treated for part of a taped therapy session using the ball
to accomplish case specific goals. Components of control such as range
of motion, joint mobility, muscle strengthening, synergistic motor control,
joint alignment, motor planning new movements, and enhancing reactions
to weight shift are highlighted on the DVD with each of the patients.
The intent of this DVD is to provide a structure for using the ball as
a therapy tool. For each patient, a diagnosis will be provided followed
by showing and discussing a variety of ball techniques that can be used
to address specific concerns.
Learning Objectives:
The observer will:
- How the ball can be used to promote strengthening in low tone patients.
- How to use the ball to gain joint mobility and muscle elongation in
patients that have limitations.
- How the ball can be used to gain balance reactions to help posture
stay dynamic rather than static.
- How motor skills can be de-composed to help a child learn new motor
control.
- How to use the ball differently with patients who have a variety of
neuro-motor challenges.
Purchase This DVD 3. Treating the Motivated
Ambulator: Facilitating the Components of Gait, Part I
This 92-minute DVD is designed to instruct the therapist on facilitating
the components of control required for gait in children with cerebral
palsy. The DVD begins with an introduction that discusses essential components
of normal gait, basic understanding of weight shifting, and basic differences
between adult gait and gait of an early ambulator. There is also a discussion
of the determinants of gait, and the therapist demonstrates some control
required for normal walking. The DVD then shows treatment sessions on
two children who have cerebral palsy and are highly motivated to move.
They are able to follow directions and cooperate with all activities presented.
The newest footage covers what each of these children looked like in various
therapy sessions at younger and older ages. It is hoped this additional
footage will further inform the viewer about how to treat children who
have these types of motor control.
Learning Objectives:
The observer will:
- The important components of gait that the therapist must focus on
in therapy.
- Why alignment is critical for achieving improved assisted stepping
or walking.
- The differences in strategies for helping a child who has spasticity
vs. one who has ataxia develop improved stepping control.
- To challenge children to reach their maximum strength and work throughout
the therapy session.
- How the patterns learned early in life were detrimental to motor control
throughout development.
- How this could have been changed by the early intervention therapists.
Purchase This DVD 4. Treating the Reluctant
Ambulator: Facilitating the Components of Gait, Part II
This 63-minute DVD emphasizes working toward independent gait in patients
that have severe developmental delays secondary to syndromes and severe
mental impairment. This DVD emphasizes the need to integrate the sensory
motor aspects of walking along with the gross motor control. The therapist
encourages these patients to function outside of their fixed patterns
of control and move higher against gravity. The DVD includes therapy sessions
on two different patients. One of the demonstrations is a co-therapy session
with OT and PT. The newest footage covers what each of these children
looked like in various therapy sessions at other ages. It is hoped that
this additional footage will further inform the viewer about how to treat
children who have these types of motor control. These DVD can be valuable
tools for all therapists working to facilitate the building blocks of
control needed to achieve independent gait in their patients.
Learning Objectives:
The observer will:
- Learn how to set up the environment to increase demands on the reluctant
participant without overwhelming them.
- Learn how to use adaptive equipment to promote development and therapy
goals.
- Learn how to work with another professional attending to goals for
each discipline while challenging the child to integrate their sensory-motor
system.
- Understand the effects of persistent abnormal patterns on a child’s
motor system after years of repetition.
Purchase This DVD
5. Treating a Child Who Has Plagiocephaly and Asymmetric
Head Turning
This 52 minute DVD will show one therapy session of a child who
has plagiocephaly and asymmetric head turning. He was referred to therapy
for evaluation after his 8-week well baby check when his head shape and
strong preferred head turning had not resolved. He was fitted with a Dynamic
Orthotic Cranioplasty Band (DOC Band) and began physical therapy 2 times
weekly at 11 weeks. At the time of this session, he is 6 months old. Mother
is very informed and understands home carryover activities as well as
their importance. When observing this session the viewer will be exposed
to a variety of therapy techniques as well as the following:
Parent therapist interaction for education about the child’s
condition as well as home carryover suggestions.
Different therapy approaches to stretching the neck musculature.
Discussions on subtle other problems present as secondary conditions
with these two problems.
Learning Objectives:
The observer will:
- Understand why the entire body must be treated when an infant presents
with neck asymmetry.
- Understand the difference between the objectives in using a helmet
vs. the goals in using a D.O.C. band in treating plagiocephaly.
- Learn why this child is considered to have neck asymmetry rather than
a true torticollis.
- Learn how to stretch when it is not occurring passively by applying
direct pressure to the tight structure.
Purchase This DVD 6. Treating
the 30-Month Old Who Has Hypotonia - Secondary to a Syndrome
This 75-minute therapy demonstration has been narrated by the treating
therapist. It has only been minimally edited to allow the observer to
see components of the session in real time. In this session we see how
a child's motor control can be adversely affected by the child's ability
to tolerate and integrate sensory input. Although this child is low tone
and has ligamentous laxity, we see how adaptive equipment can provide
support and alignment. We also observe the therapist decrease her input
and expectations once the child begins to be upset. This child is easily
frustrated and responds quickly with a "panic" type cry which
is a fight or flight sympathetic nervous system reaction. Therefore, the
activity must be graded to the child's tolerance. L was born at 40 weeks
with complications secondary to an unknown genetic disorder. At birth
she presented with Cushing's syndrome, which caused her to be a large
infant. She had chronic lung disease and required a G tube for all feeding.
She was hospitalized for most of the first 9 months of life. She was evaluated
by PT at 20 months and was receiving OT prior to that evaluation to increase
her tolerance to any type of sensory input. At the time of this taping
she is 30 months old.
Learning Objectives:
The observer will:
- Learn how the inability to integrate the sensory system can interfere
with motor control.
- Understand how the expectations of the session may have to be flexible
enough to accommodate the child’s state throughout the session.
- Understand how goals can be set to monitor the latency period between
when a task is requested and when there is a response from the child.
- Understand how therapy sessions require a child to multi-task integration
of multiple stimuli even when it seems that the tasks are simple.
Purchase This DVD
7. Treating the Birth to Three Client Who Presents with Hypotonia
Length of DVD: 90 minutes.
Child #1 has a diagnosis of Down Syndrome. Although children who have
this diagnosis often have low tone, they frequently are quite successful
at moving. What they struggle with is sustaining antigravity activation
and alignment.
Child #2 has a diagnosis of cerebral palsy-fluctuating tone. These children
often times are very low tone throughout their first year of life. As
they begin to move, they use large amplitude “bursts” of motor
activation to overcome the pull of gravity.
Child #3 has a diagnosis of idiopathic congenital hypotonia of unknown
etiology. She
presents with severe hypotonia. As a result, she has difficulty activating
any movement against gravity, holding postures and staying upright.
Child #4 has a diagnosis of mild hypotonia. He is mobile in a variety
of positions but is
having difficulty balancing and mastering more upright standing and walking.
Although he can activate and sustain a variety of motor patterns, he needs
assist to learn alignment and balance control.
Learning Objectives:
The observer will:
- Learn why strategies for therapy must be modified to meet the child’s
needs even when they present with a similar generic diagnosis.
- Understand why treating the sensory system in a primary strategy when
working with the child who has hypotonia.
- Learn how to educate the family about what is being treated throughout
the therapy session.
- Learn some recommendations for using equipment for home carryover
to achieve therapy goals.
Purchase This DVD 8. Treating a Child
Who Has Low Tone - Secondary to Down Syndrome
This 73-minute long therapy demonstration has been narrated by the treating
therapist. It has only been minimally edited to allow the observer to
see components of the session in real time. We see the following
How long it takes the child to activate new control;
How long the therapist sustains work in each position;
How the child becomes frustrated, then recovers without being
rescued; and
How long the therapist actually WAITS to allow the child to integrate
and activate new motor control.
Learning Objectives:
The observer will:
- How the child becomes more integrated simply by lifting her into
space to increase the need for co-activation.
- How to facilitate the child into space while keeping their body
supported on the surface.
- How to help the child become more stable into the surface by facilitating
the child 3 dimensionally into space.
- How to promote active assisted strengthening by making the extremity
weight less yet stay dynamic.
It is intended that observing this DVD will assist
the therapist in how to treat a child who has low tone secondary to a
diagnosis of Down Syndrome.
Purchase This DVD
9. A 27-Month Old Who Presents with Motor Delays Secondary to Sensory
Processing Deficits
Length of DVD: 70 minutes.
This child was seen as a therapy demonstration during a course on treating
children who have hypotonia. His diagnosis is hypotonia and developmental
delay but as we watch this session it is hoped the viewer will clearly
understand that the child's major challenge is his impaired ability to
process and interpret the information he receives from his sensory systems.
His way of dealing with the confusion is to shut down and avoid input,
especially when someone else structures it. Here the challenge for the
therapist is to communicate into the child's system and at the same time
not overwhelm him triggering his fight or flight response.
Mother accompanied her child to the session and consented to videotaping
the event. The footage was provided to the treating therapist for us in
educating others about intervention strategies for children similar to
this boy.
From a session that begins with almost immediate crying and avoidance
behavior this child was able to work for sixty minutes in therapy. Watching
this session we see that even though the child and therapist don’t
know each other, they are able to build a bond of trust and work together
on the edge or new and established control. And, mother and therapist
don’t know each other but they communicate verbally and non-verbally
complimenting each other’s actions to assist the child to work toward
greater skill development. The child progresses from fighting and avoiding
to interacting with the therapist and the group and exploring his body’s
movement potential. It becomes apparent that although this child has some
low tone, his major obstacle to developing skills higher off the floor
is his delayed integration of the information he is getting from all parts
of his body and environment. He is therefore a child with motor delays
secondary to sensory system organization and integration. He isn’t
moving because he can’t, but because his movement doesn’t
make sense and is therefore something he limits. Therapists and caregivers
must interpret his actions of crying and avoidance as a request for understanding
and help rather than bad behavior. When we can modify the input to allow
him to make it meaningful this child not only cooperates, he has fun and
learns new skills.
Learning Objectives:
The observer will:
- Learn how to problem solve a variety of techniques to help a child
modulate his emotional state and how to help the child learn to a state
for learning.
- Understand why children with processing challenges may require more
assist to perform new skills just to experience the movement before
they can be expected to take over the skill.
- Learn how to explain to a parent the challenges of processing deficits
and how this can affect development of motor skills.
- Learn how to explain to a parent the challenges of processing deficits
and how this can affect the ability to follow directions and tolerate
structure imposed by a therapist, parent, or teacher.
- Learn how to tell when an action is based on behavior vs. when it
is based on fear and not understanding and how to treat the differences.
Purchase This DVD 10. Treating a 1-Year Old
Who Presents with Processing Challenges
This 75-minute DVD was taken at a course when a mother brought her 1 year
old in for a consultation with the instructor. The child was diagnosed
with hypotonia and mother, being a PT, was working on home carryover to
help her child gain strength in addition to taking her to therapy. The
things that makes this presentation amazing are:
- The clarity of mother's questions and the discussions that arise.
- The child's tolerance to handling even when therapist is answering
mother's questions.
- The obvious motor control and tone that is present along with the
persistent motor delays.
This is a classic example of a child that has a neurological challenge in integrating how the pieces of motor control fit together. Despite this, the numerous tests that have been conducted on brain and muscles have shown no positive results that indicate injury or insult. For her parents, this lack of true diagnosis was very confusing and the results from therapy were not adequately overcoming the simplistic idea that the child only had low tone. A special "Thanks" to the family for sharing this presentation so that other families and therapists may learn about treating processing problems that cause motor delays.
Learning Objectives:
The observer will:
- Learn why tone is not this child’s major problem even though
she is diagnosed as having hypotonia.
- Learn how to discriminate between tone and fluctuations that may include
tremor when the child is performing new or difficult tasks.
- Learn how to prioritize the input to help this child gain motor control
and anti-gravity postural security.
- Hear how to help a parent understand her child’s processing
deficits by pointing out how her actions demonstrate a lack of understanding
of position in space and weight shifting control.
- Learn how a parent interprets her child’s actions and why their
perspective may need to be modified to further help their child evolve.
Purchase This DVD
11. Coordinating Motor Control - Treating a 21-Month Old
Length of DVD: 90 minutes.
At the request of his therapist, this child’s parents volunteered
to have him treated by the instructor at a course about treating children
who have hypotonia. This is the first and only time he was seen by this
therapist and he is working in front of a group of strangers. All of these
facts are important to keep in mind since the child is working with a
new person and is in an unfamiliar environment. The treatment session
was videotaped and the family agreed to make it available to the treating
therapist to be used for educating therapists in how to treat children
who present with similar challenges to their motor systems. At the time
of this taping he is 21 months. He has been creeping on hands and knees
since 15 months and has mastered pulling to stand as well as cruising
but he is not standing or walking independently. He has recently been
fitted with SMO’s (supra malleolar orthotics) to support the architectural
integrity of his ankles and feet and these are available at this session.
He receives PT/OT/Speech through birth to three and parents note that
he can become very upset at times during his therapy sessions, which they
describe as willfulness when he is trying to avoid working or he is trying
to get his way. During this 60 minute session we witness this child starting
with the following patterns:
- Strong ankle foot eversion to widen his base for increased
stability.
- Fisting in his hands during creeping and weight bearing.
- Leaning strongly against a support causing poor postural alignment
for standing.
- Stacking his head and neck with decreased sustained co-activation
in his shoulders.
- Overuse of lumbar flexion as part of an extension thrust for
weight bearing.
- Mouth open with drooling secondary to the stacked head posture.
- Significant scapular winging with decreased trunk co-activation.
- Collapsed and stacked postures to stay in weight bearing.
- Emotional collapse and avoidance of structure.
With therapeutic intervention he demonstrates the following changes to
name a few:
- Tolerating input to his body & integrating new motor control.
- Attending to verbal, visual and tactile cues and interacting
with others.
- Practicing emerging independent standing control with good
alignment.
- Pushing into standing without using an extension thrust.
- Catching himself when moving out of standing.
- Keeping hands open to interact with toys rather than avoid.
Learning Objectives:
The observer will:
- Learn how to problem solve the catalyst for use of extension thrust
and toe standing in this child and how to help him give up these patterns.
- Understand the “pitched” posture and how this alignment
in the hips and trunk allows the child to feel safe for standing, reaching
and moving up and down.
- See how to modulate input to make it easier to tolerate without needing
to take the input away or change the activity.
- See how to talk to the parents to help them understand home carryover
activities and why these could help their son develop a greater understanding
of his motor system.
Purchase This DVD
Educational Credits:
13.5 contact hours for the series.
DVDs may be purchased individually for individual contact
hours.
Approved by NYSCEPT and the NJ Board of Physical Therapy Examiners.
 |
Approved by the AOTA for 1.35 CEU's. The assignment of AOTA CEU's
does not imply endorsement of specific course content, products, or
clinical procedures by AOTA. |
Certificates will be awarded.
*PLEASE NOTE: Certificates of completion will
only be issued upon completion and return of post-test to TSI.
 
   
|
