631a Setting the Stage for Success in the Treatment of Children with Autism
Description
Factors that affect outcomes for children with autism spectrum disorder (infants to young adults). Covers evaluation/treatment and sensory, communication, social, behavioral needs/supports. Includes a case study of one child from age 3 to 19 years.
Available Course Credits
| Alaska State PT & OT Board | 4.00 | ||
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AOTA | 4.00 | |
| Arizona State Board of Physical Therapy | 4.00 | ||
| Arkansas State Board of Physcial Thearpy | 4.00 | ||
| California Physical Therapy Board | 4.00 | ||
| Colorado Division of Professions and Occupations | 4.00 | ||
| Delaware Examining Board of Physical Therapists and Athletic Trainers | 4.00 | ||
| District Of Columbia Department of Health | 4.00 | ||
| FPTA | 4.00 | ||
| Georgia State Board of Physical Therapy | 4.00 | ||
| Hawaii Board of Physical Therapy | 4.00 | ||
| Idaho Physical Therapy Licensure Board | 4.00 | ||
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Illinois Department of Professional Regulation | 4.00 | |
| Indiana Physical Therapy Board | 4.00 | ||
| Iowa Board of Physical Therapy and Occupational Therapy | 4.00 | ||
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Kansas State Board of Healing Arts | 4.00 | |
| Kentucky Board of Physical Therapy | 4.00 | ||
| Louisiana Physical Therapy Board | 4.00 | ||
| Maine Board of Physical Therapy | 4.00 | ||
| Maryland Board of Physical Therapy | 0.40 | ||
| Massachusetts Board of Allied Health Professionals | 4.00 | ||
| Michigan Board of Physical Therapy | 4.00 | ||
| Minnesota Board of Physical Therapy | 4.00 | ||
| Mississippi State Board of Physical Therapy | 4.00 | ||
| Missouri Advisory Commission for Physical Therapists | 4.00 | ||
| Montana Board of Physical Therapy Examiners | 4.00 | ||
| New Mexico Physical Therapy Board | 4.00 | ||
| New York State Education Department | 4.00 | ||
| North Carolina Board of Physical Therapy Examiners | 4.00 | ||
| North Dakota Board of Physical Therapy | 4.00 | ||
| Oklahoma Physical Therapy Board | 4.00 | ||
| Oregon Board of Physical Therapy | 4.00 | ||
| Pennsylvania State Board of Physical Therapy | 4.00 | ||
| Physical Therapy Governing Board New Hampshire | 4.00 | ||
| South Carolina Board of Physical Therapy | 4.00 | ||
| South Dakota Physical Therapy License Board | 4.00 | ||
| State of Alabama Board of Physical Therapy | 4.00 | ||
| State of Rhode Island Department of Health | 4.00 | ||
| Tennessee Board of Physical Therapy | 4.00 | ||
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Texas Physical Therapy Association | 4.00 | |
| Utah Physical Therapy Licensing Board | 4.00 | ||
| Virginia Board of Physical Therapy | 4.00 | ||
| Washington State Board of Physical Therapy | 4.00 | ||
| West Virginia Board of Physical Therapy | 4.00 | ||
| Wisconsin Physical Therapy License Board | 4.00 | ||
| Wyoming Board of Physical Therapy | 4.00 |
Course Content
| Setting the Stage for Success in the Treatment of Children with Autism | Module | ||
| Course Evaluation | Module |
Rebecca Matalon, PT, DPT
Dr. Matalon began researching motor imagery during her physical therapy education at Elon University in North Carolina, where she conducted a number of independent research studies. There, she copyrighted an imagery script specifically for rehabilitative purposes. She has presented her research to inquiring community groups in North Carolina and California, as well as at regional and national physical therapy conferences. Dr. Matalon has published her research involving a case study participant in alleviating phantom limb pain and returning the participant to functional walking and balance tasks for improved quality of life, Functional Rehabilitation of a Person with Transfemoral Amputation through Guided Motor Imagery: a Case Study.
Dr. Matalon is passionate about her work with cognitive and neuroscience to heal from the inside out and practices motor imagery clinically in Northern California with patients requiring orthopedic, neurologic, or psychosomatic rehabilitation. Dr. Matalon enjoys taking a holistic approach to healing to engage the mind, body, and soul through her physical therapy practice while incorporating motor imagery, Reiki, and Pilates instruction. By educating about motor imagery, Dr. Matalon hopes to lead other therapists in guiding clients to effective and rewarding rehabilitation for an improved quality of life.
631a Setting the Stage for Success in the Treatment of Children with Autism—Course Objectives
At the completion of this course, the pediatric clinician will be able to:
- Define autism and identify how to recognize the signs of autism.
- Identify appropriate strategies and treatment in one’s discipline and cross discipline.
- Identify ways to encourage self-expression through PECS, AAC, signs, gestures, and/ or utterances while slowly building communication in a meaningful way in order to use these skills in a variety of settings and therapies.
- Recall how to incorporate appropriate behavioral approaches to maximize cooperation, including sensory breaks, the use of “first then next” (non-preferred to preferred), white board (taking turns picking activities), timer, self-stimulation, and other strategies.
- Recall how to encourage family participation in outpatient and wraparound services using Medicaid and encourage families to utilize wraparound services to help reinforce strategies at home and in the community.
- List the Pennsylvania Professional Development Registry 5 R’s, (relationships, responsive interactions, respect, routines, and repetition) and recall how to use them to help improve healthy brain development, using modeling and cueing when needed.
- Identify at least two of the comorbidities of autism, such as PICA, obsessive compulsive disorder, oppositional defiant disorder, and hyperlexia.
- Identify methods to support instruction in the TEACCH method in autistic support classrooms, including physical boundaries, consistent schedule, established expectations, routine, and cues.
- Identify and be able to facilitate Mands and Tacts during play to help generalize skills in different settings.
- Recall how to interact with parents who express anger or ask for inappropriate goals as part of the parental grieving process.
- Identify standardized and non-standardized assessments that are used to evaluate children’s fine and gross motor skills.
- List post-secondary goals, which may include job training and/or college planning.
- Recall how to apply the principles of intervention based on a specific case study.
631a Setting the Stage for Success in the Treatment of Children with Autism—Table of Contents
Page #
Hour 1
Course Instructions 2
Course Description 3
About the Author
Course Objectives 4
Table of Contents 5
Introduction 6
What is Autism? 7
The Diagnosis 8
Intelligence Quotient and Social Intelligence 9
Brain Development and Neuroplasticity 11
Signs of Autism 12
Other Diagnoses 14
Rehab Therapist’s Role with Children with Autism 14
PT and OT Professional’s Focus 15
Strategies with Children with Autism 15
Birth to Age Three Services Early Intervention 19
Hour 2
Age Three to Five Services 24
Best Practices for School-Aged Children 29
Applied Behavior Analysis 37
Assessment of Basic Language and Learning Skills (ABLLS)
and Verbal Behavior Milestones Assessment and
Placement Program (VB MAPP) 39
Hour 3
Pivotal Response Training (PRT) 41
Developmental, Individual Differences, Relationship-Based Model (DIR)
Floortime 41
Other Speech Therapy 43
Occupational Therapy 44
Physical Therapy 48
Case Study 52
Hour 4
Post-Secondary Transition Planning 59
CHAAMP Program 61
Aspire Program 62
Conclusion 64
References 66
Exam 75
Evaluation 78
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