1. Reliably test and identify patients with abnormal or pathologic visual dependence in balance.
2. Critically appraise balance measures for their ability to determine sensory contributions to the examination.
3. Identify and be ready to apply treatment options to reduce abnormal sensory dependence in balance for multiple conditions.
4. Translate the recovery of somatosensory function into quality of life improvements for clients with neurologic impairment, as seen in the ICF and quality of life indices.
5. Identify new technologies for diagnostic and therapeutic intervention in the arena of reweighting.

·         Introduction to compensatory neural mechanisms in balance with various pathologies and diseases.

·         Testing AND training specific to sensory modalities involved in balance

·         Case studies: (6) Geriatric imbalance, multiple sclerosis, SCI, neuropathy, stroke, vestibular. Videotape demonstrations.

·         Future technological advancements relevant to somatosensory testing and training.

·          Questions

1. Identify relevant physiologic changes that occur in PD and the evidence on objective testing of each impairment
2. Apply recent evidence in clinical interventions to each of the classifications or presentations of PD.
3. Identify the best clinical measures for each of the functional limitations and subtypes of PD.
4. Stimulate research furthering the classification of PD subtypes, and treatment approaches therein.

• Introduction, outline, objectives, disclaimers
• Pathophysiology of Parkinson’s Disease and the variant subtypes.
• Current evidence for treatment within each impairment and functional limitation
• Translating the evidence with practical intervention strategies across the subtypes
• Case studies
• Questions

1. Identify relevant physiologic differences between Parkinsonisms and PD.
2. Apply recent evidence in clinical interventions to each of the classifications orq presentations of PD and Parkinsonisms.
3. Identify the best clinical measures for each of the functional limitations and subtypes of PD and Parkinsonisms.
4. Create proper expectations of outcomes and patient education based on diagnosis and presentation.  

• Introduction, outline, objectives, disclaimers
• Pathophysiology of Parkinson’s Disease and the variant Parkinsonism subtypes.
• Current evidence for treatment within each impairment and functional limitation
• Translating the evidence with practical intervention strategies across the subtypes
• Case studies

1. Identify physiologic changes that occur in many individuals months and years post CVA, brain injury, and with PD.
2. Apply recent evidence in motor learning and motivation to maximize the recovery for clients in chronic stroke rehabilitation.
3. Apply recent evidence in practice structure and feedback to maximize the recovery for clients after brain lesion/injury.
4. Debunk rehabilitation myths about recovery dependence on timing and technology in effective rehabilitative outcomes in those with brain injury, degenerative disease, or stroke.

• Introduction to the physiologic and morphologic changes in chronic stroke recovery, degenerative disease, and brain injury
• Evidence in chronic stroke rehabilitation to date: successes, limitations and opportunities
• Novel clinical application in chronic post stroke recovery: motivational and exercise attributes
• Novel clinical application in chronic post stroke recovery: practice structure and feedback attributes
• Case studies in chronic stroke, PD, MS, TBI recovery. Videotape application for use all points in the continuum of care
• Questions and summary

1. Identify physiologic changes that occur in many individuals months and years post CVA.
2. Review recent evidence in motor learning and locomotor training to maximize the recovery for individuals in stroke rehabilitation.
3. Apply recent evidence and expert clinical decision making skills in incorporating the most appropriate emphasis in gait training, including: gait speed, balance training, endurance training, dual task tolerance, and novel applications to address kinematic limitations.
4. Debunk rehabilitation myths about recovery dependence on timing and technology in effective rehabilitative outcomes in chronic stroke.

• Introduction to the physiologic and morphologic changes in chronic stroke recovery
• Evidence in stroke rehabilitation to date: successes, limitations and opportunities
• Determining the correct emphasis – using the evidence and expert clinical thinking to determine the best focus of our interventions
• Novel clinical application in post stroke recovery: practice structure and feedback attributes
• Case studies – videotape application for use all points in the continuum of care
• Questions and summary

Participants completing this course will be ready to recognize the common cognitive impairments, individualize their care (exam and treatment), and set appropriate goals. We will reveal how to systematically evaluate and prescribe an individualized program for each of the cognitive impairments addressed: awareness, attention, memory and perceptual impairment (including neglect).  Additionally, this course will reveal some of the latest developments in motivational and other psychological considerations for therapists.

1. Be aware of recent evidence-based advances in cognitive rehabilitation, recovery of self efficacy, motivation, and the psychological variables in rehabilitation.
2. Recognize clinical applications, functionally-relevant documentation, and measurement applications in awareness, attention, dual-task, and problem solving.
3. Describe available resources in psychology and executive function for clinical use in rehabilitation.
4. Describe modalities for and interventions designed for optimal motivation, autonomy, competence, and self efficacy.

• Introduction, outline, goals
• Defining cognitive impairments, motivation, depression and associated concepts as related to rehabilitation
• Promoting recovery of cognition through neuroplasticity and recovery: Awareness, Attention, and problem-solving
• Recent advances in research and evidence based practice:  the psychology of rehabilitation
• Interventions in motivation
• Interventions in cognition: attention, awareness
• Interventions in self efficacy, autonomy and motor control
• Incorporating research and technological advances: cognition, self efficacy, and depression
• Case studies and applications by video
• Summary and discussion, questions

1. Identify fall-risk screening tools known to improve examination selection and probability of fall risk.
2. Select and conduct appropriate tests in an effort to identify patient skill in function, sensori-motor capacities, and impairments.
3. Select and conduct measures, gather data, and design of an individualized treatment plan to reduce fall risk
4. Apply an individualized intervention strategy to reduce fall risk for older adults and monitor response to treatment interventions with objective measures.

• Define fall risk and balance
• The physiology of balance
• The physiologies of imbalance, dizziness, and vertigo – including systems affected
• Defining and identifying evidence-based screening and assessment measures
• Interventions in balance and fall prevention: Rehabilitative and Restorative : balance, deconditioning, pain, dizziness, vertigo
• Interventions in balance and fall prevention: Compensatory
• Documentation in a manner that will demonstrate skilled therapy and justify reimbursement for fall prevention and imbalance
• Applications in fall prevention: Case Studies
• The future of treatment: Technological advances in gait analysis and fall prevention
• Questions and summative comments

1. Optimize learning using evidence-based principles of motor learning, attention, and motivation.
2. Name the three main principles used in OPTIMAL
3. Identify two practical clinical applications for each of the three principles of OPTIMAL
4. Create an individualized and meaningful learning environment for each person.

• Evidence-based learning for normal and impaired subjects/patients
• Enhanced Expectancies: Creating an environment of success and priming.
• Autonomous Support: Facilitating and maximizing attention, confidence and interest
• External Feedback: Improving the permanence of learning through goal-directed behavior
• Documentation in a manner that will demonstrate skilled therapy and justify reimbursement for fall prevention and imbalance
• Case Studies
• The future of treatment: OPTIMAL-based learning advances in the clinic
• Questions and summative comments

1. Identify the 4 main modalities of distractions in clinical and real world DT applications.
2. Name the three guiding principles of DT training
3. Identify the physiology of attention and DT in normal, rehabilitative, and impaired conditions.
4. Identify compensatory strategies for those unable to improve DT
5. Create an individualized program for patients in accordance with your scope of practice.

• The physiology of attention and learning, including pathophysiologies of: AD, MCI, PD, stroke, concussion, and TBI
• Evidence-based learning for normal and impaired subjects/patients
• The relevance of dual task tolerance: fall risk, ADL automaticity, attention reserve.
• The physiology of dual task tolerance in the brain
• Dual task testing across each of the professions
• Dual task training across each of the professions
• Measurement and documentation for skilled therapy in PT, OT, or SLP
• Applications in: communication, ADL, mobility, fall prevention and automaticity
• The future of treatment: Technological advances in gait analysis and fall prevention
• Questions and summative comments

1) Understand and apply the latest evidence in exercise: endurance, strength, power; specific to those 55

and over
2) Possess the ability to perform performance-based assessments through observation, standardized

testing and instrumentation
3) Develop an individualized training program for a competitive geriATHlete in various competitive and

recreational sports and activities.

• Introduction, outline, goals
• The GeriATHlete defined. The epitome of healthy aging
• Strengthening for competitive performance over 55
• Endurance training for competitive performance over 55
• Considerations of injury prevention: geriatric-specific modifications
• Sport specific training and competing: Goal setting, psychology
• Case Studies and discussion

1. Identify the 4 main modalities of distractions in clinical and real world DT applications.
2. Name the three guiding principles of DT training
3. Identify the physiology of attention and DT in normal and impaired conditions.
4. Identify technologies available now to improve DT
5. Create an individualized program for patients in accordance with your scope of practice.

• The physiology of attention and learning,
• Evidence-based learning for normal and injured athletes
• The relevance of dual task tolerance in sport
• The physiology of dual task tolerance in the brain
• Dual task testing
• Dual task training
• Measurement and documentation of dual task cost
• Applications in sport automaticity and return to sport determination
• The future of treatment: technological advances
• Questions and summative comments