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Utilizing Pediatric Assessment Tools to Achieve Effective Outcomes

presented by Jenny L. Clark, OTR/L

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Disclosure Statement:

Financial— Jenny Clark receives compensation from MedBridge for the production of this course. There are no other relevant financial relationships. Nonfinancial— No relevant nonfinancial relationship exists.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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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.

Meet Your Instructor

Jenny L. Clark, OTR/L

Jenny L. Clark, OTR/L, has helped children for the past 30 years as a licensed pediatric occupational therapist, working as a speaker, school-based occupational therapist, consultant, private practitioner at her own clinic (Jenny's Kids, Inc.), independent contractor for early intervention services, author, and inventor. Jenny currently works as an OT supervisor in school-based teletherapy practice.…

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Chapters & Learning Objectives

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1. Evaluation Tools and Techniques

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.

2. Systematic and Comprehensive Evaluation Process

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.

3. Putting It All Together: Case Examples Part One

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.

4. Putting It All Together: Case Examples Part Two

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.

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