ACRM Pediatric Cognitive Rehabilitation Online Training
Learning Objectives
To support the attainment of knowledge, competence, and performance, the learner should be able to achieve the following objectives:
Session 1: Introduction to Pediatric Cognitive Rehabilitation Training
- Identify children who will benefit from cognitive rehabilitation
- Describe the negative effects of delayed intervention
- Discuss who can teach and implement cognitive rehabilitation strategies in the child's daily life
- Describe the application of basic cognitive rehabilitation strategies in a pediatric framework
Session 2: Evidence Based Treatments for Pediatric Attention and Memory Impairments
- Describe common behaviors/challenges children with attention and memory difficulty demonstrate
- Discuss evidenced-based options for treating impairments in attention and memory
- List key factors to consider when selecting among attention and memory treatments
- Describe strategies that can limit the impact of attention and memory impairments within home, school, and community settings
Session 3: Evidence Based Treatments of Visuospatial Deficits, Functional Motor Skills and the Role of Exercise
- Describe common ways nonverbal or visuospatial deficits present in children with acquired brain injury
- Identify ways motor skills deficits can interfere with functioning
- Discuss options for treating or accommodating impairments in visuospatial deficits and functional motor skills
- Describe the role of physical exercise in cognitive rehabilitation
- Identify ways to integrate exercise into a rehabilitation plan in the school setting
Session 4: Evidence Based Interventions Social Communication
- Define social communication
- List three social communication deficits following ABI
- Describe how development can impact social functioning following ABI
- Describe at least two cognitive or environmental factors that influence social communication
- Describe social communication interventions for children after ABI
- Discuss the limitations of the current literature base for social communication interventions for children
Session 5: Evidence Based Treatments for Children and Youth with Impaired Executive Functioning
- Describe how executive functioning evolves in the developing brain
- List options for assessing impairments in executive functioning in children
- Describe techniques for improving problem-solving and the steps involved in carrying out treatments
- List key factors to consider when selecting among planning and organization training, developing treatment plans, and setting goals
- Review the two ACRM evidence-based Practice Standards for the rehabilitation of pediatric executive functioning
Session 6: Evidence Based Treatments Involving Families and Teachers
- Outline return to school transition and barriers to transition
- Describe family and school-based interventions and associated outcomes
- Identify evidence-based practice recommendations for the return-to-school process
- Understand the interaction between age at injury and developmental stages of brain development
- Describe techniques for improving attention and the steps involved in carrying out interventions for external memory strategies in children with brain injury
- Describe common evidence-based visual and motor interventions used in children with brain injury
- Describe specific strategies for structuring interventions for awareness, executive functioning and behavioral/emotional self-regulation
- Discuss a framework for interacting with schools and families to develop interventions to improve student’s ability to learn, be successful in school, and transition to adult roles
Distinguished Faculty
| Faculty | Disclosures of Conflict of Interest |
|---|---|
Tanya Maines Brown, Ph.D. LP ABPP-CN
|
Tanya Maines Brown, Ph.D. LP ABPP-CN, faculty for this activity, has no relevant financial relationship(s) with ineligible companies to disclose. Dr. Brown has no non-financial relationships to disclose. |
Felicia Connor, PsyD, ABPP
|
Felicia Connor, PsyD, ABPP, faculty for this activity, has no relevant financial relationship(s) with ineligible companies to disclose. Dr. Connor has no non-financial relationships to disclose. |
Kimberly Davis, Ph.D
|
Kimberly Davis, Ph.D., faculty for this activity, has no relevant financial relationship(s) with ineligible companies to disclose. Dr. Davis has no non-financial relationships to disclose. |
Christine Koterba, PhD, ABPP
|
Christine Koterba, PhD, ABPP, faculty for this activity, has no relevant financial relationship(s) with ineligible companies to disclose. Dr. Koterba has no non-financial relationships to disclose. |
Jennifer Lundine, PhD, CCC-SLP
|
Jennifer Lundine, PhD, CCC-SLP, faculty for this activity, has no relevant financial relationship(s) with ineligible companies to disclose. Dr. Lundine has no non-financial relationships to disclose. |
Drew Nagele, PsyD, ABPP, FACRM, CBIST-AP
|
Drew Nagele, PsyD, ABPP, FACRM, CBIST-AP, faculty for this activity, has no relevant financial relationship(s) with ineligible companies to disclose. Dr. Brown has no non-financial relationships to disclose. |
Racheal M. Smetana, PsyD
|
Racheal M. Smetana, PsyD, faculty for this activity, has no relevant financial relationship(s) with ineligible companies to disclose. Dr. Smetana has no non-financial relationships to disclose. |
Planner Disclosure
None of the planners for this educational activity have relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.
Course Content
Continuing Education Credit Information
Educational Level: Introductory/Intermediate
Instructional Method: Video Taped Lecture
CME/CEU: 5.5 contact hours
Note: Available credit information will be posted as it becomes available.
Disciplines
- Physicians (ACCME)
- Occupational Therapists (AOTA)
- Physical Therapists (Non-MD CME)
- Psychologists (Division 22)
- Speech-Language-Hearing Therapists (ASHA)
Completion Requirements: Evaluation and Certificates
Credit is only given to attendees who register for the course; successfully complete the entire course; take the post-test after each session and evaluate the course.
At the end of the training, you will return to the course home page and click the link for the post-test. You must pass the post-test with 100% accuracy. You may retake the test as many times as necessary. Once you complete the final post-test, you will find the link to evaluate the activity and claim your certificate.
QUESTIONS? Email certificates@acrm.org
Statement of Need and Target Audience
Educational opportunities that promote evidence-based interventions for cognitive rehabilitation are needed by clinicians to provide optimum care for individuals with brain injury. ACRM Cognitive Rehabilitation Training provides such an opportunity by presenting evidence-based standards and guidelines for clinical practice and translating them into step-by-step procedures for use by clinicians. The interventions described can be readily used by occupational therapists, speech and language therapists, psychologists, and other rehabilitation professionals.
Terms & Conditions
Cancellation Policy
Cancellations can be made in advance of beginning the self-study course. Full registration fees will be returned minus credit card fees. Once you’ve started the course, there will be no refund available. In the event that ACRM must cancel the online course, all registration fees will be fully refunded. ACRM reserves the right to cancel the course due to unforeseen circumstances.
Complaint Resolution
Any person may file a signed complaint about ACRM educational events with certificates@acrm.org. Complaints will be considered by ACRM. Complaints must be submitted in writing. The complaint must be identified as a complaint. The complaint must clearly describe the specific nature of the complaint, provide supporting data for the charge, specify the changes sought by the complainant, and identify the person making the complaint.
ADA
Individuals requesting accommodation under the Americans with Disabilities Act (ADA) or any other special needs should contact ACRM at (217) 753-1190 (voice/TTY) prior to purchase.
Accreditation Statements
| Accreditation Type | Credit Status |
|---|---|
Physicians(ACCME) |
This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the New Jersey Academy of Family Physicians and the American Congress of Rehabilitation Medicine. The New Jersey Academy of Family Physicians is accredited by the ACCME to provide continuing medical education for physicians. The New Jersey Academy of Family Physicians designates this enduring activity for a maximum of 5.5 AMA PRA Category 1 Credit(s)tm . Physicians should claim only the credit commensurate with the extent of their participation in the activity. |
Occupational Therapists (AOTA) |
ACRM is an AOTA Approved Provider of professional development. Course approval ID #08080. This live activity offered at .55 CEUs. AOTA does not endorse specific course content, products, or clinical procedures. |
Psychologists (Non-MD CME/APA Division 22)
|
This activity includes 5.5 CEs. APA Division 22 (Rehabilitation Psychology) is approved by the American Psychological Association to sponsor continuing education for psychologists. APA Division 22 maintains responsibility for this program and its content. For more information about Division 22 or to inquire about membership, please visit www.div22.org. |
|
Speech-Language Hearing Professionals (ASHA) |
|
| Physical Therapy | Physical Therapists will receive a non-physician Certificate of Participation |