IM PEDIATRIC BEST PRACTICES COURSE

1 version 07.03.12

Education Department Contact Info:[email protected], 877-994-6776 (US Only), 954-385-4660, Fax: 954-385-4674

Course Description: Join us for a one-day workshop leading to the Interactive Metronome Advanced Pediatric Designation (IMAP). Optimal treatment outcomes are more easily attained when there are appropriate accommodations for age, developmental level, group dynamics and environmental factors. The purpose of this course is to advance the clinical application of Interactive Metronome (IM) within the field of pediatric practice. This course will cover individualized clinical application of the IM from infancy through age 18. Participants will learn the skills necessary to adapt to often fluctuating clinical presentations with individualized treatment approaches that are engaging and motivating to the pediatric client. This course welcomes OT/COTAs, SLP/SLPAs, PT/PTAs, ATCs, Educators, Licensed Rehabilitation, Medical, and Mental Health Professionals, Psychiatrists, Neurologists, Psychologists, and Chiropractic Care Professionals. Course participants should have completed the basic Interactive Metronome Certification Course prior to undertaking this advanced training. *Contact hours are offered pending successful completion of a written exam at the end of the course. Learning Outcomes: Upon completion of this course, participants will be able to:

• Identify candidates for IM intervention based upon key pediatric diagnostic presentations; • Create and execute individualized IM treatment plans that take into consideration the unique cognitive-linguistic, sensory, motor,

and motivational needs of each child; • Demonstrate skillful application of IM in group treatment settings; • Develop functional and measurable goals for incorporation of IM in a comprehensive treatment approach; • And communicate effectively with parents and other professionals regarding how IM can enhance treatment outcomes for

children. *Note: This course covers information that pertains to licensed therapists and therapy assistants. COTA and PTA professionals must practice IM under the supervision of a licensed OT or PT. Specific Learning Outcomes for SLPs:

• Identify candidates for IM intervention based upon key pediatric diagnostic presentations; • Create and execute individualized IM treatment plans that take into consideration the unique cognitive-linguistic, sensory, motor,

and motivational needs of each child; • Demonstrate skillful application of IM in group treatment settings for development of cognitive-communicative and pragmatic

language skills; • Develop functional and measurable goals for incorporation of IM in a comprehensive treatment approach; • And communicate effectively with parents and other professionals regarding the benefits of IM and specific pediatric adaptations

for improvement of cognitive-communicative abilities. *Note: This course covers information that pertains to licensed therapists and therapy assistants. SLPA professionals must practice IM under the supervision of a licensed SLP. Instructor (one of the following): Mary Jones OTR/L, LMT, CIMT graduated from St. Loye's School of Occupational Therapy (UK) in 1986. She has been an Occupational Therapist for 20 (+) years and has been practicing in the USA since 1993. Additional training has included a BS in Healthcare and Social Welfare from Manchester University in 1992, Massage Therapy License in 1996, NDT certification in 1994. Mary has worked in a variety of healthcare settings in both the USA and the UK. These include home health in the inner-city (London), orthopedics, geriatric psychiatry, outpatient rehab, brain injury specialty (adult and pediatric) and pediatric outpatient therapy. Clinical advanced training includes NDT advanced courses, infant massage certification, cranio-sacral therapy, myofascial release techniques, motor control and the development of motor learning, Therapeutic Listening Program, Integrated Listening Systems, Brain Gym, Pilates, Active Isolated Stretching Techniques, Visual-motor Training, Vestibular Training, Beckman Oral Motor Assessment and Intervention, Handwriting Without Tears, ADHD and Nutrition Interventions, Aromatherapy, Aquatic Therapy, Sensory Integration assessment and interventions, Autism assessment and interventions, Interactive Metronome Certification and Development of Best Practice Strategies with IM. Mary owns her own pediatric practice "Sensational Kids LLC", based out of Bradenton, FL. Mary has lectured extensively in her field at a local and national level.

Dillen Hartley, OT graduated from the University of Pretoria, South Africa, school of Occupational Therapy in 1995 and moved to the USA in 1996. He is co-owner of Advanced Therapy Solutions, Inc, an outpatient Physical and Occupational Therapy practice serving clients of all ages in five locations. Mr. Hartley has 14 years of clinical experience and is trained in multiple treatment approaches with both adults and pediatrics. His interests include the treatment of deficits related to stroke, traumatic brain injury, Autism, development disorders, sensory processing disorders, ADHD, ADD and learning disabilities in infants, children and adults. His experience with sensory integration, neuromuscular re-education, brain gym, vision therapy, environmental adaptation, Tai-Chi, yoga and technology based treatment approaches for all ages has served him well as a presenter of certification courses, webinars and professional seminars. Mr. Hartley serves as a clinical advisor for Interactive Metronome and other “Therapy based” companies in research, protocol and practice development areas.

April Christopherson, OTR/L has been an Occupational Therapist for almost 20 years and has worked with diverse populations in a variety of settings – including home health, private clinic and in-patient rehabilitation. She is the owner of MaxAchieve, Inc. in Colorado Springs, CO where her current clientele range from pediatrics to adults to high performance athletes, both stateside and internationally. She believes in a whole, team approach to the client – including various medical professionals and therapists plus the use of functional

IM PEDIATRIC BEST PRACTICES COURSE

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version 07.03.12

Education Department Contact Info:[email protected], 877-994-6776 (US Only), 954-385-4660, Fax: 954-385-4674

neurology and metabolic/nutrition counseling. She also works exclusively with the Shandy Clinic in Colorado Springs, CO providing solutions to families with children suffering from Autism, Asperger’s, ADHD, and other diagnoses. April has worked as a legal consultant and as an expert witness throughout the United States. April was granted her degrees in Occupational Therapy and Psychology from St Ambrose University in Davenport, IA in 1991.

Dara Coburn, MS, CCC-SLP received her undergraduate and masters degree from the University of Central Arkansas and holds the Certificate of Clinical Competence issued by the American Speech-Language-Hearing Association. Dara is the National Program Champion for Interactive Metronome within the HealthSouth Corporation. She also serves as Interactive Metronome’s Clinical Support contact person for Life Care Centers of America. With expertise and experience in the field of neurological disorders, Dara was able to accept this new treatment tool and has been able to successfully integrate it into her practice by modifying it to individually meet her patient's needs.

Heather Cross, OTR/L has been an Occupational Therapist for 17 years. Her scope of practice has included hand therapy, orthopedic rehab, home health, school based therapy, acute care, and pediatrics. She is the co-owner of Performance Advantage, LLC in Colorado Springs, CO. Her current clientele includes a population that ranges from pediatrics to adult. She also works with high performance and pro athletes. She uses a holistic approach with all of her clients; utilizing various medical professions, treatment techniques, functional neurology, and metabolic/nutritional counseling. Heather received her BS in Occupational Therapy from Colorado State University in 1993. Since that time she has been an advocate of continuing education and sponsoring students in their fieldwork assignments at all levels. She has furthered her education through various courses and self study over the last 17 years. Recent courses taken have been chosen to help with her belief that clients can recover neurological functioning at all ages. Some of these programs include: the Listening program, the Alert Program, Sensory integration techniques, and studies in neurology. Heather uses Interactive Metronome as part of an intensive neurological treatment option for qualified clients and as an introductory functional treatment option for pediatrics. She is a huge proponent of the Interactive Metronome following several years of great success using IM with her clientele.

Agenda: 07:15 07:45 Registration 07:45 08:15 Introduction to Theory and Development of Pediatric Best Practices 08:15 08:30 Outline of Clients Served 08:30 09:30 Strategies to Modify IM for the pediatric population 09:30 10:00 Core concepts for assessing the Right pace for each individual 10:00 10:15 Break 10:15 10:45 Motivational Strategies to incorporate within your IM sessions 10:45 11:15 Useful equipment to enhance Pediatric Performance 11:15 11.45 Treatment planning and case examples 11:45 12.30 Application to Practice: Lab 1 – incorporating IM into your discipline Specific functional Goals 12:30 01:30 Lunch 01:30 02:00 Workshop and modification resources 02:00 02:45 Application to Practice: Lab 2 – addressing low level clients, infants and Young children 02:45 03:00 Marketing IM with the Pediatric Population 03:00 03:15 Break 03:15 04:00 Application to Practice: Lab 3 – addressing use of IM in a group setting 04:00 04:30 Review 04:30 04:45 Exam 04:45 05:00 Exam Review 05:00 05:15 Q&A

Interactive Metronome is approved by the Continuing Education board of AOTA to provide continuing education activities in occupational therapy. This program is offered for 0.8 CEUs (Intermediate Level; Professional area). The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Interactive Metronome, Inc. is recognized by the Board of Certification, Inc. to offer continuing education (CE) for Certified Athletic Trainers (ATs). This program has been approved for a maximum of 8.0 CEUs (Advanced Level). ATs are responsible for claiming only those hours actually spent participating in the CE activity.

CEUs Offered for: 0.8 ASHA (SLP/SLPAs) 0.8 AOTA (OT/COTAs) 8.0 BOC (ATs)

* PT & PTAs Others may submit paperwork to your state board

This course is offered for 0.8 ASHA CEUs (Intermediate level, Professional area).

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Use of Interactive Metronome Interventions within the diverse population of pediatrics.

CONGRATULATIONS!

•  You have completed the IM Certification process.

•  You have gained an understanding of how IM can help a diverse population.

•  Get ready to learn more advanced applications of IM.

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Applying Interactive Metronome to the World of Pediatrics

diverse

energetic

variety

irrational

unpredictable

stimulating

creative

novel!

clumsy aggressive

unforgiving!

stubborn!defiant

ritualistic!

disorganized!

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Common Q&A Leading up to the Development of PBP

•  At what age can I begin to implement IM with a child?

•  What can I do to motivate a child to do IM?

•  How long should IM sessions be with a child?

•  Can I use Listening Therapy at the same time as IM?

•  What should I do if a child begins to cry as he doesn’t like IM?

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Common Q&A Leading up to the Development of PBP

•  Will IM help my child get off ADHD medications?

•  How can I get my child to sit still for long enough to do IM?

•  Can a child with a cochlear implant use IM?

•  How can I use IM to improve ocular-motor stability?

•  Can I use IM in a group setting?

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And thus, the concept of getting IM training ‘IN SYNCH’ with the

needs of pediatric providers was born…

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Learning strategies for this course

•  Powerpoint slides •  Media presentations

–  photographic/video samples •  Open forum with instructor/

participants •  Group Labs •  Discussion and workshop samples •  Brainstorming •  Problem Solving •  Bringing IM to your ‘just right’ level

to apply to your practice areas

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Brainstorm 1: Who, What & Where do you IM?

•  What is the youngest aged child you have ever used IM with?

•  Where do you typically treat your IM clients?

•  What key problems do your clients present with? –  Give 3 examples

•  _________________________________ •  _________________________________ •  _________________________________

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Review of Areas Commonly Identified for Treatment using

IM PHYSICAL: •  Tone •  Range of movement •  Endurance •  Gross motor

coordination •  Fine motor

coordination •  Reflex integration •  Posture/symmetry •  Environmental

limitations •  Vision impaired •  Hearing impaired •  Sensory-motor

impairments Slide # 9

Areas Commonly Identified for Treatment

COGNITIVE LINGUISTIC: •  Learning disabilities •  Delayed processing •  Auditory processing

delays •  Language processing

delays •  Memory impairments •  Attention to task •  Organizational skills •  Poor insight/judgment •  Decision-making skills •  Following directions •  Delayed working

memory •  Poor sequencing •  Decrease

comprehension skills Slide #

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EMOTIONAL: •  Anxiety •  Self-esteem •  Sense of self •  Depression •  Irrational fears •  Attitude

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BEHAVIORAL: •  Passive •  Defiant •  Aggressive •  Controlling •  Agitation •  Self-obsessed •  Ritualistic •  Self-stimulating •  Inability to

tolerate eye contact

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SENSORY: •  Sensory-seeking •  Sensory-avoiding •  Visual sensitivities •  Tactile sensitivities •  Auditory sensitivities •  Olfactory sensitivities •  Gustatory sensitivities •  Vestibular sensitivities •  Body-in-space

awareness •  Internal drive •  Impaired behavioral

regulation •  Inability to attain/

sustain a ‘ready alert state’ (modulation)

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NEUROLOGICAL: •  Developmental

delays – genetic •  Developmental

delays – environmental

•  Developmental delays – acquired

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Strategies to Modify IM

IM student squishing bugs to a consistent interactive beat.

•  As your learning foundations develop - start thinking about modifications to IM that will facilitate activity application to specific patients.

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Brainstorm 2 – How are you using your IM?

•  List 3 activities that you feel would blend well with IM treatment activities.

•  List 3 items that you think would be useful to have on hand when applying IM to the pediatric population.

•  How do you best explain your work with IM to a family or professional?

•  What areas do you find most challenging when using IM with the pediatric population? Slide #

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Blending Activities with IM

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Treatment Planning

•  What are their likes/dislikes? •  What are their “quirks”? •  What is their “speed”? •  What are their parameters to

sensory/motor/behavioral triggers? •  How well do they respond to

change?

Useful Equipment to Have ‘In Your Box’

•  Velcro •  Multiple Triggers •  Specialized

Triggers •  Colored Tape •  Weighted tape •  Fidget items •  ‘Quick fix’ items •  Reinforcement

items •  Age-appropriate

toys and games Slide # 22

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Useful items to modify IM - 2 •  Non-slip matting •  Various textured/sized

balls •  Visual timer •  Balloons/bubbles •  Stickers/tattoos •  Oral motor toys

•  Cable splitters •  Portable speakers •  Variety of headphones •  Soft squishy bug toys •  Silk scarves •  Ball on a string •  Flashlights •  Word/Letter/Picture

flash cards •  Soft knit gloves •  Sanitizing hand wipes!

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Larger Items to Consider

•  Hopper or rebounded trampoline •  Bosu •  Balance disc •  Therapy ball •  Aero mat/large foam cushions/floor mat •  Weighted balls (3-5#) •  Mop handles •  Weighted items (i.e., vest, blanket, bean bags) •  Portable sports equipment (i.e., baseball bat,

hockey stick, etc.)

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Reviewing your IM ‘explanation’ skills

• 

Apply to timing components of areas of concern

Building Brain Connections to address areas

Stress importance of Mental Processing Speed Directed attention - helps

explain the cross-domain effects of processing abilities

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Motivational Strategies Challenges: •  FACT: Most children

do not inherently want to work.

•  FACT: Most children do not like to be told what to do.

•  FACT: Most children have short attention spans.

•  FACT: Most children do not like to engage in “non-preferred” activities.

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‘Motivation…yes, the foot trigger is water-proof!’

•  Assets: •  FACT: Most children want to have fun. •  FACT: Most children enjoy novel activities. •  FACT: Most children seek approval and success. •  FACT: Most children enjoy variety as well as

routine. Slide #

54

Strategies to Motivate Children During IM

•  Ask them! •  Outline/structure •  Pre/post IM

activities to arouse/calm

•  “Guesstimating” scores (it’s free!)

•  Reward incentives.

•  Parent/caregiver involvement

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Sample motivational strategies....yes, the foot

trigger is waterproof!

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IM Cave - bringing IM into a play-scheme

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Chewing In Synch to the Trigger & Beat

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“The Ultimate Balance Challenge”

(named by the child)...

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Novel-motivating-rewarding-engaging

Modifications – Environmental

•  As you set up your treatment area for each individual, consider : –  Storage for small/large items –  Size of room/space –  Seating options –  Lighting options –  Available wall space –  Available floor space

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Sample Pictures of IM Room with Desktop Computer (Clinic

Setting)

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Desktop IM Set-up in a Home Setting

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Portable IM Unit with Use of Rolling Carts

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Portable IM Unit with Use of a Rolling Computer Bag

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Popcorn & IM in the Great Outdoors After Dark…

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Modifications – Sensory Considerations

•  Lighting •  Space •  Sounds •  Surfaces •  Scents

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Modifications – Applying IM to Your Treatment Environment

Emily: •  OT Patient •  Emily is an 8 year old child with a diagnosis of “handwriting difficulties.”

•  She comes in for her regularly scheduled one-hour OT session.

•  She is working on –  proximal stability (trunk control) –  bilateral coordination –  fine motor skills –  visual attention to task

Treatment Sessions May Include These Activities:

Treatment Minutes

Reach and place activities while sitting on a therapy ball

10

Rolling across the treatment mats holding a ball overhead

5

Jumping-jacks, superman, pretzel rolls, dance and freeze games

10

IM exercises (B hands, R hand, L hand with reference tone)

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Eye-tracking activities in supine with suspended ball 10 Fine motor activity (puzzles/ker-plunk/jenga) 10

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Modifications – Applying IM to Your treatment Environment

JOHN: •  PT Patient •  John is a 3 year old boy

with a diagnosis of developmental delays.

•  Scheduled PT session of 30 minutes duration.

•  Fleeting attention, quick to quit.

•  Goals include being able to: –  climb a flight of 5 stairs –  attain half-kneeling stance –  being able to pick up items

from the floor with stand-to-squat stance

–  kick a ball with his right foot Slide #

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Treatment Sessions May Include These Activities:

•  *As proficiency and tolerance to IM improves, start to increase the minutes of IM used in each session.

•  Get in as many IM repetitions as you can while presenting the just-right challenge.

Treatment Minutes

Crawling up an inverted wedge and crashing onto mats

2

Supported half-kneeling while hitting suspended ball 2 Throwing beanbags at target and picking them up in supported squat-to-stand transitions

2

Kicking playground ball at bowling pins 2 IM in supported sitting with PT, hand-over-hand 2* Repeat activity sequence up to 3 times.

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JAKE - Sample Goal Analysis •  “OT and Speech

Therapy to address difficulties with handwriting and reading”

•  7 years of age, struggling with academics, an active child, below peer level developmentally.

•  Attention to task •  Reading / writing skills •  Disruptive influence on

classmates •  Gross and fine motor

skills •  Auditory processing-

Balance •  Visual motor skills •  Reflex integration •  Language delays •  Sensory-motor

integration skills

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Jake’s Goals

•  Within six months (5/08), Jake will: –  hold a pencil with a right-handed

modified tripod grasp (85% of written tasks).

–  trace infinity pattern independently with consecutive intersections for 20 reps.

–  throw overhand 5 times at target with right upper extremity 5/8 times.

–  demonstrate shoulder girdle strength sufficient to wheelbarrow walk 30 with support at lower legs.

–  read 10 basic site words fluently. –  follow 2-step verbal directions timely and

accurately.

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Brainstorm 3 – Consider applying IM to clinical goals

Brainstorm the following aspects of each goal:

–  How can IM help Jake achieve his goals? Would he benefit from a structured or customized program?

–  What activities/exercises could you use to work toward achieving some of these goals?

–  List three modifications to the use of IM to achieve goal attainment.

Sample modifications

Pencil grasp: Visual motor – infinity:

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Use of giant knitting needle to practice tripod grasp onto trigger.

Maneuvering colored balls inside infinity loop to the rhythm of the metronome beat

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Suspended hand trigger placement working on grasp/ release and visual control

Sample Modifications 2

Use of hoop to define Motor plan for overhand throw

Grasp/release patterns: Overhand throw:

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Overhead swing with bat to trigger, within the context of sport, to increase motivation to challenge

Turn taking to increase focused attention to task

Sample modifications 3 •  Use of child-specific interest (i.e.,

sports) •  Use of turn-taking games to increase

attention to task •  Allow child to set up components of

the activity

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Lab 1 – Incorporating IM into Your Discipline Specific Functional Goals

•  List 3 goals that you may typically work on with the pediatric population. 1.  _____________________________________________ 2.  _____________________________________________ 3.  _____________________________________________

•  Review the benefit of IM use in achieving those goals. 1.  _____________________________________________ 2.  _____________________________________________ 3.  _____________________________________________

•  Demonstrate a customized treatment approach using IM activities for each goal. 1.  _____________________________________________ 2.  _____________________________________________ 3.  _____________________________________________

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Assessing the Right Pace

•  Strategies to customize your approach with the pacing of IM activities include: –  Adjusting the tempo –  Adjusting the duration of IM tasks –  Adjusting the frequency of IM tasks –  Supplementing IM tasks with age-

appropriate incentives –  Monitoring IM participant for signs of

distress or fatigue

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Signs of Distress/Fatigue/Overload

•  Oral motor overflow •  Sweating •  Changes in skin color •  Marked increases/decreases in postural

control •  Aversion to sensory input •  Increases or decreases in meteoric output •  Changes in respiratory rates •  Increased fidgeting behaviors •  Increased vocal distress •  Increased verbal distress •  Decreased attention/engagement

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Accommodations to allow for excessive energy

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IM Activity with Comfort Accommodations

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IM Activities with Graded Force Pressure Accommodations

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Pre-IM Activities Vestibular: Facilitate a ‘ready-alert-

state’ through movement. •  Access •  Specific training re vestibular input to cns

output •  Reward incentive •  CAUTION you need to be in control/set

parameters

Pre-IM Activities

Balance activities: to increase focus

•  Smaller base of support

•  Unstable surface •  Alert CNS •  Activate major

muscle groups

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Pre-IM Activities

•  Visual-motor: Alert balance, muscle energy and hand-eye coordination skills.

•  Rolling a ball in sequence on a tray

•  Tapping a suspended ball with index finger

•  Hitting a suspended ball with a bat

•  Tapping a suspended balloon

•  Rolling marbles into targets

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Use of weighted items for grounding and calming

•  Use of an X-RayVest & Pinto Beans to Give Deep Pressure Input (child led...)

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Allow time to calm....

Calming down after IM session

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Workshop Consider the following areas as they apply to

your practice and try to give one example of each:

1. Whole body movement with IM

____________________________________________________________________________________

2. Deep pressure play with IM ___________________________________________________________________________________

3. Music with IM ___________________________________________________________________________________

4. Adaptations for positioning with IM __________________________________________________________________________________

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Workshop 2 5. IM to increase auditory attention ______________________________________________________________________________________________

6.  Sensory-tactile interventions with IM ______________________________________________________________________________________________

7.  Role playing with IM ______________________________________________________________________________________________

8. Fine motor coordination with IM ______________________________________________________________________________________________

9. Core strengthening exercises with IM ______________________________________________________________________________________________

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Workshop Sample Answers

1.  Whole body movement with IM –  Firm pressure through child’s

shoulders –  Rolling side to side in a sheet –  Rocking child back and forth in your

lap 2.  Deep pressure play with IM

–  Use of resistive band to access triggers –  Use of weighted blankets during IM

activities –  Having child lie under a mat or

cushions/beanbag during activities

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3. Music with IM –  Strap jingle bells to moving extremity

(i.e., arm or leg, during clapping/stamping activities)

–  Shaking maracas/beating a drum to the tempo beat

–  Dancing from foot trigger to foot trigger during paced rhythmical music

4. Adaptations for positioning with IM –  Holding child on your lap –  Sitting in a beanbag –  ‘Hiding’ under a table

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5. IM to increase auditory attention –  Turn taking on the beat –  Turn taking to different repetitions (i.e., you

hit 5 times, another child hits 3 times, I will hit 1 time)

–  Answering questions of increasing difficulty during IM (i.e., What did you have for breakfast this morning?)

6. Sensory – tactile interventions with IM –  Use of speakers in place of headphones –  Use of soft gloves when clapping to dampen

touch stimuli –  Use of a toy to manipulate the trigger

•  (i.e., a soft play hammer)

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Workshop Sample Answers 7. Role-playing with IM

–  Sitting in a tub ‘boat’ and rowing by slapping trigger hand against the side

–  Pretending to be a fairy princess waving her wand and ‘tapping’ a giant pumpkin

–  You be the IM teacher then I will be the IM teacher…what shall we do?

8. Fine motor coordination exercises –  Isolated digit tapping onto hand trigger

with use of finger puppets –  Holding manipulative with specific grip and

tapping hand trigger –  Squeezing hand onto hand or foot trigger

to strengthen grip

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9. Core strengthening exercises with IM –  IM sitting on ball –  IM sitting on t-stool –  Reaching overhead and towards feet

sequentially to hit trigger targets

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Age Considerations

“At what age can I effectively introduce Interactive Metronome activities into my treatment programs?”

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My inspiration…Emma….

A presentation at the IM Professional Conference 2007 My thanks to Lucy Barlow, MED. SLP-CCC

From The Language Learning Center, Kingsland, Georgia.

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Why IM for Emma?

•  This provider’s prior observations of the success of IM with cross-hemisphere difficulties

•  Neuro-rehabilitative aspects of IM •  Prospect of stimulating hemispheric

communications •  Motivation to achieve best possible

outcome for patient

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IM Modifications with Emma & Lucy Barlow (SLP)

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Emma…A Mother’s Story

Reyna

•  18 month year old •  Feeding disorder in

infancy •  Sensory integration

issues •  Taste – texture –

temperature variances

•  Spitting up – gagging - vomiting during meals

•  Extensor posturing •  Breath holding •  Decreased oral

exploration and play skills

•  Speech delays Slide #

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Clapping to Music

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Using Video Feedback

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Wonderful Reyna

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Lab 2 - Addressing Use of IM with Low Level Clients, Infants & Young Children

•  Practice using 3 modifications to switches for this client group. 1.  __________________________________________________

________________________________________ 2.  __________________________________________________

________________________________________ 3.  __________________________________________________

________________________________________ •  Incorporate 3 motivational activities to engage

attention for this client group. 1.  __________________________________________________

________________________________________ 2.  __________________________________________________

________________________________________ 3.  __________________________________________________

________________________________________

Slide # 82

Lab 3 – Addressing the Use of IM in a Group Setting

•  Practice turn-taking with IM involving 3 or more group members.

•  Set up an activity circuit using IM as a component task.

•  List 3 benefits of using a group IM setting. 1.  ____________________________________ 2.  ____________________________________ 3.  ____________________________________

•  What additional equipment do you need in order to complete group IM? 1.  ____________________________________ 2.  ____________________________________ 3.  ____________________________________

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Marketing IM with the Pediatric Population

•  Budget…. •  Target group •  Treatment setting •  Payment sources •  Referral sources •  Advertising •  Local

competitors? •  Prepared

information •  Intake process •  Budget …..

Slide # 83

Communicating with Other Healthcare Professionals

•  By example •  By results •  Literature •  In-services •  Peer review/

case studies

Slide # 84

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Communicating with the General Public

•  Community sources articles/advertising

•  News-media interviews

•  Word-of-mouth •  Literature flyers •  Free IM screening •  Parent-friendly in-

services •  The world-wide

web! Slide #

85

Communicating with a School Team

•  Assess school routines, teaching style and student need

•  Teacher in servicing classes

•  Use of empirical data, academically relevant case studies to tune in with each teacher’s perception of need

•  Lead by example – impact by performance

•  Market also to grant writers and parent-teacher organizations to raise funds for IM programming Slide #

86

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Review

Are we there yet?

Slide # 87

Slide # 88

Exam

We know you’re tired…but…da-da-dahhhh

IM Course Specials

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IMPro 8.3 Basic Package: $4300 ----- Normally $4600 IM Station, Preloaded w/100 IM Hours, Wireless Button Trigger (2), Wireless Tap Mat Trigger (2), USB Cable, Headphones (2), Large Hand Glove (2), Small Hand Glove (2), Software and Marketing Materials

IMPro 8.3 Complete Package: $5600-----Normally $5900 IMPro 8.3 New Station with In-Motion Trigger Set (In-Motion Trigger Transmitters (2), Wireless In-Motion Insoles (10), Wireless Headphones & External Speakers) IMPro 8.3 Rental Package: $650 a Month------IMPro 8.3 New Station with In-Motion Trigger Set. One year term

At Interactive Metronome we are committed to giving our Providers the more support than any other company of our kind. We want to make sure that you understand the ins-and-outs of our technology, so we have created the IM System Coaching Program to you can provide your clients with this state-of-the-art technology effectively.

This program will bring you soup-to-nuts what you need to get running with your In-Clinic and at-home IM practice.

The coaching program is divided into 3 segments:ü Clinical Certification Coachingü IM-Home Certification Coachingü Virtual Client Certification

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Documents

IM PEDIATRIC BEST PRACTICES COURSE