Tailoring Training in Pediatric Power Mobility

Program ID : IC54.2019
Webinar Length of Time: 1.0 Hour

Link to view the lecture presentation:

Resources:

None

Presenters

Lisa Kenyon, PT, DPT, PhD, PCS
Grand Valley State University, United States

Dr. Kenyon is an associate professor in the Department of Physical Therapy at Grand Valley State University in Grand Rapids, Michigan. Dr. Kenyon heads the Grand Valley Power Mobility Project, an inter-professional research project that provides power mobility training for children with multiple, severe disabilities. Dr. Kenyon presents internationally on topics related to pediatric physical therapy practice and has published multiple peer-reviewed journal articles and book chapters pertaining to topics in pediatrics.

John Farris, PhD
Grand Valley State University

John Farris is currently a Professor in the Padnos College of Engineering and Computing at Grand Valley State University (GVSU) and Chair, Product Design and Manufacturing Department. He earned his Bachelors and Masters degrees at Lehigh University and his Doctorate at the University of Rhode Island. He has 18 years of college engineering teaching experience as well as 3 years of industrial engineering experience. His teaching interests lie in the product design, medical device design and, design for manufacture.

Presented at the 35th International Seating Symposium, Pittsburgh, PA USA

Note: Faculty for this activity have been required to disclose all relationships with any proprietary entity producing health care goods or services, with the exemption of nonprofit or government organizations and non-healthcare related companies.

No conflicts have been disclosed.

Description

Recent research identifies three groups of power mobility learners: exploratory learners, operational learners, and functional learners. Recognizing which of these learner groups a child falls into provides insights into the power mobility device options, power mobility assessment tools, power mobility training methods, and environments of use that may help a child to achieve optimal power mobility outcomes. Using the driver characteristics exemplified by each of these learner groups also helps those working with a child to recognize when he/she is ready to progress to the next learner group and when changes regarding the child’s power mobility device or power mobility training methods are needed to continue supporting a child’s progress. Using case examples from our power mobility program for children and young adults (ages 6 months to 26 years) who have various neurodevelopmental conditions, this session will provide an overview of the different power mobility devices, assessment tools, and training methods that can be used to target power mobility learners within each of these three learner groups. Consideration of the outcomes and expectations for power mobility training and use within each group of learners also will be explored and discussed.

Learning Objectives

Upon viewing this webinar, participants will be able to:

List three power mobility assessment tools that can be used with learners in each of the following groups: exploratory learners, operational learners, and functional learners
Discuss four features of power mobility training methods targeting leaners in each of the following groups: exploratory learners, operational learners, and functional learners
Discuss two appropriate outcomes of power mobility training and use for learners in each of the following groups: exploratory learners, operational learners, and functional learners

References

Field, D.A., & Livingstone, R. (2018). Power mobility skill progression for children and adolescents: a systematic review of measures and their clinical application. Developmental Medicine and Child Neurology. In press. https://doi.org/10.1111/dmcn.13709
Kenyon, L.K., Hostnik, L., McElroy, R., Peterson, C., & Farris, J.P. (2018). Power mobility training methods for children: a systematic review. Pediatric Physical Therapy. 30(1):2–8.
Livingstone, R., & Paleg, G. (2014). Practice considerations for the introduction and use of power mobility for children. Developmental Medicine and Child Neurology. 56(3), 210–221.

CEU Registration and Cost

0.100 Continuing Education Units (CEUs) will be awarded to individuals for viewing 1.0 hours of instruction.
The cost for the webinar is $59.00

Instructions to Obtain CEUs

go to the RSTCE web site at: www.rstce.org

Enter username and password or create new profile
Select Webinars
Select the webinar:IC54.2019 Tailoring Training in Pediatric Power Mobility
Complete your registration

A payment confirmation will be sent via e-mail.
(Allow 10 minutes for the database to process payment and send a confirmation e-mail).

After viewing the webinar

log back into database and Select Post Tests and Evaluation for:
IC54.2019 Tailoring Training in Pediatric Power Mobility
Select and complete Post Tests and Evaluations

You will receive your CEU Certificate via e-mailed as a PDF file (Please allow 10 minutes for the database to process your certificate and send it to your e-mail)

The University of Pittsburgh, School of Health and Rehabilitation Sciences awards Continuing Education Units to individuals who enroll in certain educational activities. The CEU is designated to give recognition to individuals who continue their education in order to keep up-to-date in their profession. (One CEU is equivalent to 10 hours of participation in an organized continuing education activity). Each person should claim only those hours of credit that he or she actually spent in the educational activity.
The University of Pittsburgh is certifying the educational contact hours of this program and by doing so is in no way endorsing any specific content, company, or product. The information presented in this program may represent only a sample of appropriate interventions.

The University of Pittsburgh, as an educational institution and as an employer, values equality of opportunity, human dignity, and racial/ethnic and cultural diversity. Accordingly, the University prohibits and will not engage in discrimination or harassment on the basis of race, color, religion, national origin, ancestry, sex, age, marital status, familial status, sexual orientation, disability, or status as a disabled veteran or a veteran of the Vietnam era.

Further, the University will continue to take affirmative steps to support and advance these values consistent with the University's mission. This policy applies to admissions, employment, access to and treatment in University programs and activities. This is a commitment made by the University and is in accordance with federal, state, and/or local laws and regulations. For information on University equal opportunity and affirmative action programs and complaint/grievance procedures, please contact: William A. Savage, Assistant to the Chancellor and Director of Affirmative Action (and Title IX and 504 Coordinator), Office of Affirmative Action, 901 William Pitt Union, University of Pittsburgh, Pittsburgh, PA 15260, 412- 648-7860

Updated | 07.16.2019