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CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES MODULE 6: INTERPRETING DATA

CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES MODULE 6: INTERPRETING DATA. By Mary Jones, OTR/L, DipCOT Sensational Kids, LLC Brain Focus International, Inc. Outcome Goals for Module 6. Homework assignment and post-test review from Module 5.

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CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES MODULE 6: INTERPRETING DATA

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  1. CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICESMODULE 6: INTERPRETING DATA By Mary Jones, OTR/L, DipCOT Sensational Kids, LLC Brain Focus International, Inc.

  2. Outcome Goals for Module 6 • Homework assignment and post-test review from Module 5. • Interpreting IM data specific to pediatric populations • Review of Module 6 • Assignment/Homework

  3. Review of Post-Test from Module 5 • 1. Children may elicit a negative emotional response from a practitioner during IM training by expressing which of the following? • Demand more attention than others • Opposition • Motivation • a and b • Answer: D

  4. Review of Post-Test from Module 5 • 2. True or False: The very children we find the most difficult to build relationships with are the ones who do not need positiverelationships with adults the most. • Answer: False

  5. Review of Post-Test from Module 5 • 3. When working with children who present with challenging behaviors the following are common reactions: • Feeling frustrated • Feeling discouraged • Questioning of professional skills • All of the above • Answer: D

  6. Review of Post-Test from Module 5 • 4. What can be done during IM sessions to help build positive relationships with IM students? • Allow students to help you during sessions • Provide task directed opportunities • a and b • None of the above • Answer: C

  7. Review of Post-Test from Module 5 • True or False:It is important to make sure students know how important they are to the IM process. • Answer: True

  8. The Key to IM Success: • Modify for Engagement! • Be Spontaneous for Novelty! • Increase repetition for Synaptic growth!

  9. Techniques for Success Positioning alternatives Physical Environment Sensory Environment Motivation Strategies Tempo/Timing variance Feedback Strategies Interpreting Data Pacing of activities and themes Duration of tasks and sessions Building Relationships – allowing control Switch choices and Access

  10. Interpreting data with pediatric populations. Review of norms reference list Review of how to locate data lists, results view Review of how to print, copy, save as pdf for records How to locate and use clinical data sheets.

  11. Interactive Metronome® (IM) Assessment Results • The Interactive Metronome® (IM) is a brain-based rehabilitation assessment and training program developed to directly improve the processing abilities that affect attention, motor planning, and sequencing. This, in turn, strengthens motor skills, including mobility, gross motor function, and many fundamental cognitive capacities such as planning, organizing and language.

  12. The normative ranges for IM performance are as follows:

  13. LOCATING RESULTS VIEW – SHORT FORM TEST

  14. INTERPRETING SHORT FORM TEST GRAPH

  15. SHORT FORM TEST OVER DURATION

  16. INTERPRETING SRO% GRAPH FOR SFT

  17. LOCATING LONG FORM ASSESSMENT REPORT DATA

  18. Feeling the Beat

  19. Decreasing the Praxic Load

  20. To enable new motor planning

  21. Data List View

  22. www.take-a-screenshot.org

  23. Embellishing a PDF File (8.3)

  24. Review of Module 6 Learning Outcomes • Review of norms reference list • Review of how to locate data lists, results view • Review of how to print, copy, save as pdf for records • How to locate and use clinical data sheets. • Case example: interpreting data to best plan IM training for a child.

  25. Module 6 Homework 1. Complete Post-Test 2. Complete LFA with a child and review data

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