Please note: Many of these courses can be offered in longer (12 hour) and shorter (7-8 hour) versions than cited here. Several are PT, OT, SLP, or can be customized to your rehab facility, hospital, or clinic’s preferences. Additionally, several offer excellent opportunities for live patient demonstration. 

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TITLE: Live Mentoring: Clinical Decision Making in Neuro Rehab – the Soft Skills Integrated

COURSE DESCRIPTION: Join internationally renowned physical therapist Dr. Mike Studer for a powerful and practical demonstration of evidence-based care—live and in real time.

In this unique learning experience, Dr. Studer will meet several individuals for the first time and conduct comprehensive evaluations, assessments, and treatment planning on the spot. These individuals may include people recovering from stroke, living with Parkinson’s Disease, or experiencing other neurologic conditions such as Functional Neurological Disorder, traumatic brain injury, and more.

What you’ll see:

Real-time use of soft skills such as behavioral economics, motivational interviewing, therapeutic alliance, and shared decision-making

Clinical reasoning and decision-making in action

Development of tailored treatment plans, including dosage and home exercise programs (HEPs), using Dr. Studer’s Precision Through Person approach

Dr. Studer will also present a structured clinical decision-making framework that combines over 35 years of professional evolution with current evidence-based practices. This includes:

Application of the OPTIMAL Theory of Motor Learning

Feedback techniques aligned with the latest in motor learning research

Why should your group host this course and why should you attend?

This session bridges the gap between research and real-world practice. Through a person-first, individualized approach, clinicians will gain tools to help patients improve their functional activities and regain quality of life.

*Host facility will procure patient volunteers of their choosing on which Dr. Studer will extemporaneously assess, engage, measure, and prescribe care-for in an educational capacity. Mike will not need additional information about the participants beyond first name and primary diagnosis to begin the course. Host facility can structure the course as they prefer: PT, OT, SLP; 7 hours with 4 patients or 12 with 6.

OBJECTIVES:

Upon completion of this course, attendees will:

Identify mechanisms of gamification, autonomy and motivational interviewing to increase patient engagement

Demonstrate clinical reasoning skills that reflect the integration of person-specific information

Integrate information from the biopsychosocial attributes of each person, in an effort to provide comprehensive and precise care

TIMELINE:

15 minutes: Introductions, timelines, description, overview of the day, disclosures and announcements

60 minutes: The hard science of soft skills – from behavioral economics through psychologically-informed practice

FIRST BREAK: 15 minutes

340 minutes: Four separate patient experiences

4 patients x 45 minutes each, with 30 minutes debrief per patient and 5 minutes softening/buffer to transition between patients

*6 minute lunch break between patients 2 and 3

35 minutes: Pulling it all together. Translating the sciences of psychologically informed practice and integrating this with our unique capacity to analyze systems.

30 minutes: Course summary, overview and QA

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TITLE: Neuropracticity: A novel and practical clinical application to induce functional improvement

PARTICIPANT LEVEL: Intermediate to Advanced. This course is intended for PT, OT, and SLP and is often presented as a 7 hour or 12 hour course.

COURSE DESCRIPTION: This course will reveal a novel and intense clinical approach built specifically for persons that are 6 months or more in recovery post cerebrovascular accident (CVA); with Multiple Sclerosis (MS), with Parkinson’s Disease (PD) after brain injury or surgery (from concussion, to TBI, to tumor). This approach (practical applications of neuroplasticity) includes Interventions that are designed and built directly from evidence and are adapted with consideration for the unique attributes of changes in the body and brain months and years after CVA/brain injury and with disease-onset for years. Additionally, this application-based course will reveal incorporation of recent advances in neuroplasticity – actually ADVANCING the Kleim and Jones 10 principles to include 8 more.

Learn about how to maximize motivation, motor learning, and practice – displaying all through videotape case study demonstration. Attendees will be engaged in a thought-provoking presentation that challenges previous misconceptions about the timeline of recovery and potential for improvement years after CVA and the potential to recover with MS, PD, concussion in the elderly, etc. This presentation builds on recent evidence of high-intensity interval training, procedural memory training, circuit training, task specific overtraining, motor learning, OPTIMAL, forced-use and many more – across mobility, communication, cognition and ADL applications.   providing the learner from all practice points with tools to rehabilitate clients regardless of equipment and technological availability.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Identify physiologic changes that occur in many individuals months and years post CVA, brain injury, and with PD.

Apply recent evidence in motor learning and motivation to maximize the recovery for clients in chronic stroke rehabilitation.

Apply recent evidence in practice structure and feedback to maximize the recovery for clients after brain lesion/injury.

Debunk rehabilitation myths about recovery dependence on timing and technology in effective rehabilitative outcomes in those with brain injury, degenerative disease, or stroke.

KEYWORDS: stroke, degenerative disease, brain injury, neuroplasticity, motivation.

SESSION OUTLINE: 

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

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TITLE: New Clear Fusion – Harnessing the Energies of Psychology, Neuroscience and Exercise Physiology in Rehabilitation

PARTICIPANT LEVEL: Intermediate

COURSE DESCRIPTION: Are you looking for  a structured framework for treatment planning and clinical decision-making that can elevate engaging, precise and person-specific dosage?  If you are, then this course will be for you. Join Dr. Mike Studer, recognized international expert and leading authority on neuroplasticity and motor learning as he introduces HULU, a novel and easily-applied framework for rehabilitation. This intuitive approach, known as HULU (High Intensity Unloaded-Loaded-Unloaded), is intended to feel familiar, fusing features from the OPTIMAL Theory of Motor Learning, from Motivational Interviewing as well as occupation-centered care. Learners will breathe-easily and feel confident in seeing the basis and science for HULU including knowledge from psychology, neuroscience, neurorehabilitation and exercise physiology that provides space for patient preferences.  Attendees can use this approach in efforts to promote initial skill acquisition or to restore skill (re-acquisition or rehabilitation after loss). Be prepared to be engaged as much as you prefer in this course! Hands-on, discussion, and more!

Keywords: Rehabilitation, motor learning, neuroplasticity, motor performance, autonomy

 

TIMELINE:

8:00 – 8:15  Intro, objectives, timelines, disclosures

8:15 – 8:30  Rehabilitation powered by a new-clear fusion of psychology with neuroscience, and exercise physiology

8:30 – 9:00  HULU defined – in practical terms, ready for clinical use

9:00 – 9:30  The Power of HULU: Precision Rehabilitation + Evidence Based Practice

9:30 – 9:45  Break and transition

9:45 – 10:45  Hands-on lab* (OPTIONAL v. additional patient demonstrations): Turning the channels and binging on HULU

10:45 – 11:00  Introspections, discussion, and evolutions in the clinical application

11:00 – (with lunch 12-1) 1:30  Patient demonstrations: Practically applying autonomy, motivational interviewing, neuroplasticity, and therapeutic exercise for real-time engagement

1:30 – 1:45  Break and transition

1:45 – 3:00  The BASIS: How are rehabilitation and skill development elevated when my patient has: Belief, Attention, Safety, Intensity, and Self-efficacy? Lecture and lab applications.

3:00 – 3:45  Course summary, discussion and future trajectories

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TITLE: Overcoming the Invisibles: Chronic pain, the full spectrum of Functional Neurologic  Disorders (FNDs) and persistent post concussive (PCS) disorder.

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION: Do you feel confident that you are doing everything you can for persons with complicated cases such as chronic pain, functional neurologic, post concussive, cognitive/behavioral overlay, or anxiety influences? Could it be that these syndromes and disorders are connected through the pathophysiology in the brain? If you are not at all or are only distantly familiar with Post Concussive Syndrome (PCS), Persistent Postural Perceptual Disorder (PPPD); Functional Movement Disorders, Functional Gait Disorders, Functional Cognitive Disorders, Drop Attacks, Functional Seizures and the full umbrella of FNDs – this course is for you. If you are additionally wondering if these conditions as well as some of the other “invisible” conditions, including chronic pain syndromes, are somehow related – you would be correct to suspect and learn more about how. Be prepared for an enlightening application from Dr. Mike Studer that delves into the neurophysiology and more importantly APPLICATIONS for all of these conditions. 

OBJECTIVES: By the end of this course, attendees will:

1. Have a working knowledge enough to define, identify and examine: PPPD, FMD, chronic pain, and PCS
2. Have a working knowledge enough to state evidence-based interventions for: PPPD and FMD.
3. Have a working knowledge enough to state evidence-based interventions for: chronic pain and post concussive syndromes (PCS).

KEYWORDS: Motor learning, dual task, attention, distraction, rehabilitation, concussion, skill, pain, chronic

SESSION OUTLINE: 7 CEU

8:00-8:45 An introduction to “the invisibles”: history of nomenclature and discoveries

8:45-11:00 (break 9:30 x 15) The physiologies of PPPD, FMD/FND, PCS and Chronic pain

11:00-12:00  The connections and differentiation between these (and other) disorders: Movement disorders (PD, Huntington’s), parkinsonisms, Amplified Pain Syndrome, Dysautonomias (POTS), ME/CFS, PEM

1:00-2:30 Practical applications for each of the invisibles and the commonalities across approaches

2:30-2:45 Break

2:45-4:00 Case studies in PPPD, FMDs, FCDs, Syncopal, Seizure, Paralysis, PCS, chronic pain

4:00-4:30 Questions, summaries, and the future

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TITLE: Expanding the Primary Care Role of Rehabilitation Providers: The facts applied on sleep, social connection, nutrition, movement and resilience

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION: Science continues to ask the question about aging, “Is aging due to nature (our genes) or nurture (our lifestyle)?” A related question is now directed at our healthspan – how long can we live without disability or illness? This course provides the knowledge translated, enabling healthcare providers that are aspiring to improve comprehensive health and wellness for their patients, their loved ones, and themselves. This course provides applications and options in healthspan and lifespan that can be personalized – by the healthseeker – allowing individuals to feel empowered. When we can choose for ourselves, we our our best version of self. The course comprehensively covers the 5 pillars of health variables, based in behavioral applications: physical activity, sleep, nutrition, social connection, and the health benefits of extreme experiences or  “outside of your comfort zone”. It is time for rehabilitation providers to truly know, understand, educate-on and deliver the science of health and wellness. The Brain That Chooses Itself elevates practitioners’ capacities with theory, science and applications – all while empowering them with the most valuable tool of all – the element of choice.

KEYWORDS: Healthspan, lifespan, physical activity, sleep, social connectivity, novel experiences, nutrition, hormesis, allostasis

COURSE OBJECTIVES: By the end of this course, participants will be able to:

1)Identify physical activities that optimize safety and wellness

2)Identify nutritional strategies designed for longevity and function

3)Identify the science of social support and purposefulness

4)Identify wellness opportunities through a balance of rest and challenge

5)Identify controlled extreme conditions in the form of temperature, exertion, pressure and novelty in an effort to remain capable, adaptable, and healthy

TIMELINE:

07:30-07:45 Course introduction, objectives, timeline, disclosures and scope of practice considerations

07:45-08:30 The Power of Choice in Healthcare and Wellness – practical applications and physiology

08:30-09:15 What is aging? Facts and myths for patient education and intervention

09:15-09:30 Break

09:30-10:45 Physical Activity (not exercise) as a Primary Intervention in Healthspan

10:45-12:00 The Science of Nutrition in Healthspan and Rehabilitation: Beyond one size fits all

12:00-01:00 Break

01:00-01:45 The Science of Social Connectivity in Health, Rehabilitation and Wellness

01:45-02:30 Optimize Wellness Through a Personalized Balance of Sleep, Rest and Play

02:30-02:45 Break

02:45-03:30 The Science and Applications of Novel Experiences for Health and Rehabilitation

03:30-04:00 Improving success by understanding tendencies of the human brain:

04:00-04:15 Course Summary, Future Introspections and (more) Applications

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TITLE: Functional Neurologic Disorders: in Sport, Life and Recovery – THE comprehensive course

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION:

If you are not seeing people with Functional Neurologic Disorders (FND), it’s because you are not seeing them. They may be right in front of you and presenting with something that you are labeling as: movement inconsistencies under pressure, anxiety, an “odd presentation”, early signs of dementia, or even something you are labeling as a phobia. In this course we’re going to talk about Functional Movement Disorders, the Yips, the Twisties, drop attacks, Functional Cognitive Disorders, functional seizure disorders, and so much more! Be ready to update your terms, improve your examination and educational skills and open your eyes to the world that’s in front of you by empowering yourself with the skills to both rule these conditions in and engage these patients with an evidence-based approach.

COURSE OBJECTIVES:

1. Have a working knowledge enough to define, identify and examine the various presentations of FND across the lifespan and continuum of care.
2. Identify the physiology, terminology and educational constructs with evidence for persons with FND.
3. Identify the evidence-based interventions for all presentations of FND.
4. Identify evidence and applications to reduce fear and enable long-term self management of our patients with a FND.

TIMELINE:

8:00-8:35  An Introduction to the FND umbrella through “The Invisibles”: Nomenclature and discoveries

8:35-9:15  The Physiology of FNDs by evidence and as related to disorders of excessive internal focus

9:15-9:30 Break

9:30 -11:15  The Functional Movement Disorders: Paralysis, tremor, gait stiffness and more! 

11:15-12:00 The Functional Movement Disorders in Sport: Yips, Twisties, Flikikamo, Motare and more

12:00-1:00 Lunch

1:00-1:30 Functional Symptom Disorders (PPPD), Seizures, Drop attacks and Cognitive disorders

1:30- 2:30  Practical applications for each of the FNDs – commonalities across approaches

2:30-2:45 Break

2:45-3:30 Case Studies In each of the FNDs

3:30-4:00 Managing fear across the FNDs

4:00-4:30 Questions, discussion

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TITLE: Parkinson’s Disease and the Parkinsonisms: Differentiating the diagnoses, prognoses, and treatments

PARTICIPANT LEVEL: Intermediate to Advanced and can be presented for PT, OT, SLP on request

COURSE DESCRIPTION: Parkinson’s Disease is NOT the same as Parkinsonism. From the cellular mechanism or pathophysiology – to the presentation, prognosis, and treatment. This course will clarify the clinical subtypes of Parkinsonisms – from vascular to inherited and inclusive of the three Multiple Systems Atrophies, Progressive Supranuclear Palsy and Corticobasal Syndrome (aka CBGD) – expect a comprehensive coverage. How to treat, when to treat (timing) and what to expect are questions that will be answered in this course – based on today’s evidence. We will review the phenotypes of Parkinson’s Disease and clarify the suggest a classification paradigm for patients with primary tremor and rigidity; those with primary dyskinesia; freezing of gait; posture; and festination. We will provide videotape and case study application across 4 different classifications of Parkinson’s Disease and reveal applicable treatment strategies within each.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Identify relevant physiologic differences between Parkinsonisms and PD.

Apply recent evidence in clinical interventions to each of the classifications or presentations of PD and Parkinsonisms.

Identify the best clinical measures for each of the functional limitations and subtypes of PD and Parkinsonisms.

Create proper expectations of outcomes and patient education based on diagnosis and presentation.  

KEYWORDS: dual task, attention, cognition, balance.

SESSION OUTLINE: 

Introduction, outline, objectives, disclaimers

Pathophysiology of Parkinson’s Disease and the variant Parkinsonism subtypes

Current evidence for treatment within each condition

Translating the evidence with practical intervention strategies across the subtypes

Case studies

Question and answer, discussion

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TITLE: The Skill That Connects Us: PT, OT, SLP: The Latest and Future of Dual Task Testing and Training

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION: Why are some movements “automatic”, processed without direct and consistent conscious control, or even resistant to environmental distractions? How do movements become automatic in the unimpaired learner and begin again in those with brain injury or other impairment? In this full-day course, we will review, APPLY, and ADVANCE the science of procedural learning (regaining automatic function) in gait, speech, ADL, athletics and more! Dr. Studer will review how the best applications of dual task facilitate the transfer of experiences into procedural memories. Additionally, attendees will get a sneak peek into the emerging world of Dual Task Fitness, for the benefit of fall prevention, ADL, speech for those with fall risk, MCI, concussion, some PD, MS, ALS, and stroke.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Identify the 4 main modalities of distractions in clinical and real-world DT applications.

Name the three guiding principles of DT training

Identify the physiology of attention and DT in normal, rehabilitative, and impaired conditions.

Identify compensatory strategies for those unable to improve DT

Create an individualized program for patients in accordance with your scope of practice.

KEYWORDS: Motor learning, dual task, attention, distraction, rehabilitation

TIMELINE: *NOTE THIS COURSE IS AVAILABLE AS A ONE-DAY OR A TWO-DAY with second day material built on Dual Task Fitness™ and Dual Task HIIT™; an objective high-intensity gaming platform for the individualized prescription of dual task rehabilitation and wellness.

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

 

This course can be tailored to PT; PT/OT; or PT/OT/SLP with prior notice

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TITLE: The Omnipresence of Fear: Recognition through recovery

PARTICIPANT LEVEL: Intermediate to advanced

COURSE DESCRIPTION:

Fear leads to central neurologic impairments in awareness and attention on affected body parts, just like pain. Fear commonly leads to avoidant behavior in well-learned activities and may result in changes across resources of strength, ROM, sensation. As such, fear is well established as a reason not to move. However, fear also impacts how we move (symmetry, speed, compensations), offering opportunities for intervention. Changes due to fear include: reduced step length, foot clearance, and gait speed for persons with fear of falling; urgency in those with incontinence; limited head motion for those with fear of dizziness; and more. Functionally, we see the consequence of reduced participation (movement, social, vocational) as an unfortunate and unnecessary commonality of all. This session will help therapists reduce the losses from inactivity, interrupt the vicious cycle of maladaptive neuroplasticity (sensory, motor, psychological) that lead to altered motor control, and reduce the disability across multiple populations that emanates from fear.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Describe the interview, measurement and educational tools required to both objectify and personalize management of fear in mobility.

Explain the relationship of fear on four distinct expressions in movement

Describe the application of three evidence-based applications proven to reduce fear of movement.

Describe the differences by definition and application, between anxiety and fear, for the optimal rehabilitative care of our patients.

KEYWORDS: fear, anxiety, falls, neuroplasticity, motivation, nociplasticity, disuse

TIMELINE:

Defining Fear & contrasting it with anxiety

Clinically relevant neurophysiology that leads to central adaptations and compensations.

Consequences and expressions of fear: elevated pain, involuntary movements, elevated tone, altered biomechanics, anxiety, errors in performance (yips, twisties, cognitive errors, word-finding difficulties) and avoidant behavior.

The foundations of treating fear

Preventing Fear Avoidant Behavior (FAB) & recognizing fear inhibitive behavior across the lifespan

Returning to wellness – and staying there

Summary, knowledge translation and resources

Questions and summary

This course is intended for a primary PT audience, yet can be adjusted to be relevant and appealing to SLP and OT.  This course is intended for neuro, geriatric, ortho, pelvic, and pediatric populations

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TITLE: Somatosensory Reweighting: Forcing reorganization in the impaired or compensating nervous system

PARTICIPANT LEVEL: Intermediate to Advanced

This course will have a focus on balance, UE recovery, gait, and ADLs and can be presented for PT only, or PT and OT alike.

COURSE DESCRIPTION: This program will enlighten attendees to frequently unrecognized opportunities in balance retraining for patients with impaired balance. The focus will be placed on rehabilitation of patients with sensory impairment: neuropathy, vestibulopathy, spinal cord lesion (MS, SCI), and cortical lesions (stroke, MS, tumor). This program will additionally cover recent technological advances that will allow us to better detect, classify, treat and analyze rehabilitative gains in various forms of balance impairment.  Dr. Studer will provide direct clinical applications will include improved testing and rehabilitation individuals with nonspecific visual dependence.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Reliably test and identify patients with abnormal or pathologic visual dependence in balance.

Critically appraise balance measures for their ability to determine sensory contributions to the examination.

Identify and be ready to apply treatment options to reduce abnormal sensory dependence in balance for multiple conditions.

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.

Identify new technologies for diagnostic and therapeutic intervention in the arena of reweighting.

KEYWORDS: Sensory reweighting, balance, neuroplasticity, integration, examination

TIMELINE:

Neurophysiology of the sensory systems: Vision, Vestibular, and Somatosensory 

The principles of neuroplasticity, as applied to the sensory system

The dynamics of sensory reweighting: evidence and historical perspectives

Evidence for dysfunctional sensory reorganization as a guide

Sensory reweighting and compensatory neural mechanisms in balance 

Sensory reweighting in vestibulopathy and concussion 

Sensory reweighting in stroke: Mobility + Opportunistic Use Therapy (OUT)

Testing and Training specific to sensory modalities across diagnoses 

Case studies: imbalance, neuropathy, stroke, and vestibular

Future technological advancements relevant to somatosensory testing and training

Questions and discussion

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TITLE: Neurologic and Geriatric Rehabilitation: Maximizing outcomes in those with impairment in cognition and motivation

 PARTICIPANT LEVEL: Intermediate to advanced

COURSE DESCRIPTION: This presentation will include practical clinical applications for the physical and occupational therapist to best rehabilitate patients with cognitive impairment from stroke, brain injury and other neurological impairment. Dr. Studer will help participants to accurately 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.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Be aware of recent evidence-based advances in cognitive rehabilitation, recovery of self-efficacy, motivation, and the psychological variables in rehabilitation.

Recognize clinical applications, functionally-relevant documentation, and measurement applications in awareness, attention, dual-task, and problem solving.

Describe available resources in psychology and executive function for clinical use in rehabilitation.

Describe modalities for and interventions designed for optimal motivation, autonomy, competence, and self-efficacy.

KEYWORDS: Motivation, depression, pessimism, self-efficacy, attention

TIMELINE:

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

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TITLE: The Science of Balance

PARTICIPANT LEVEL: Intermediate

COURSE DESCRIPTION: What is the difference between screening and testing? What is the science of imbalance? What are the differences between unsteadiness, imbalance, dizziness, lightheadedness and vertigo? How do I document to prove my worth, my role, or this patient’s potential? What is the evidence for helping someone improve balance? What is the best method to select the most sensitive and responsive balance test for each patient? What cognitive behavioral and psychological influences could be involved with this person? Dr. Mike Studer will provide the answers to these questions and more are in this seminar intended for advanced dizziness management- differential diagnostics and treatment understanding mechanisms of imbalance and ultimately fall risk beyond the vestibular system. Expect practical techniques, readily applied to the clinic, incorporating current evidence and revealing future advances in balance and fall prevention.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Identify fall-risk screening tools known to improve examination selection and probability of fall risk.

Select and conduct appropriate tests in an effort to identify patient skill in function, sensori-motor capacities, and impairments.

Select and conduct measures, gather data, and design of an individualized treatment plan to reduce fall risk

Apply an individualized intervention strategy to reduce fall risk for older adults and monitor response to treatment interventions with objective measures.

KEYWORDS: Balance, Falls, Wellness, Fall prevention

SESSION OUTLINE: *NOTE THIS COURSE IS AVAILABLE AS A ONE-DAY OR A TWO-DAY PRESENTATION

Define fall risk and balance

The physiology of balance and pathophysiologies leading to imbalance

Defining and identifying evidence-based screening

The science and quantification of balance: assessment measures

Interventions in balance and fall prevention: Rehabilitative and Restorative: Reducing pain, dizziness, vertigo, improvements in motor learning, fitness and reconditioning, cognitive remediation, and more

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

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TITLE: Maximizing Motor Learning: Neurology, Geriatrics, Orthopedics – the course that your patients cannot afford for you to miss!

PARTICIPANT LEVEL: Intermediate

COURSE DESCRIPTION: In this full-day course, Dr. Studer will not only explore but also CLINICALLY APPLY the latest evidence in motor learning as related to feedback, motivation, attention, task development, practice and intensity. Regardless of your profession: PT, OT or SLP. Regardless of your subspecialty: Neurology, Geriatrics, Sports or Orthopedics – please come prepared by completing the 1 page reading and bring your “A” game. We are going to challenge and potentially overhaul your pre-conceived notions of how to maximize motor learning. You can expect to walk away with practical techniques applying to your patient engagement AND the full understanding of how to optimize motor learning for every person on your caseload. Do you KNOW how to create THE most active, engaged, attentive and informed learner in each person you touch? If not, why not?

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Optimize learning using evidence-based principles of motor learning, attention, and motivation.

Name and integrate the three main principles used in OPTIMAL

Identify two practical clinical applications for each of the three principles of OPTIMAL

Create an individualized and meaningful learning environment for each person leveraging the principles instructed in this course

Identify applications in behavioral economics, motivational interviewing, principles of motor learning and therapeutic alliance.

KEYWORDS: Motor learning, OPTIMAL, attention, intrinsic motivation

TIMELINE: 

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

 

This course can be tailored to PT; PT/OT; or PT/OT/SLP with prior notice

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TITLE: GeriATHletics: How to support and maximize the performance of aging athletes

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION: This course will debunk some of the myths of aging and conditioning. Dr. Studer will describe the emerging trend of endurance and individual sport performance in aging through evidence-based recommendations in biomechanics, training, recovery, nutrition, and competition.  Learn how to begin to test, train and develop active GeriAthletes in endurance sports (running, triathlon, swimming), team sports, and individual sports.

LEARNING OBJECTIVES:  Through attendance of this course, participants will:

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.

KEYWORDS: GeriATHlete, endurance, aging, athletics, physiology, motivation

SESSION OUTLINE: 

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, recovery and wellness

Case Studies and discussion

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TITLE: Applying Contemporary Evidence for Persons with Multiple Sclerosis

PARTICIPANT LEVEL: Intermediate to Advanced.

This course is intended for PT, OT, and SLP and is often presented as an 8 hour course.

COURSE DESCRIPTION: This course will reveal a novel and intense clinical approach built specifically for persons that are 6 months or more in disease modification, recovery post exacerbation, and wellness for persons with Multiple Sclerosis (MS). This course is an applications-based course delivering practical techniques for each of these three intervention points for PwMS. In addition, attendees should expect to become familiar with the full scope of the phenotypes (subtypes) of MS, and the relevant interventions accordingly. Learn how to manage dizziness, weakness, fatigue, imbalance, pain and more impairments as well as function from gait through ADLs and dual task management – specific to PwMS. Finally, expect to debunk myths about MS as we discover the most recent evidence on exercise intensity and dosage for disease management and wellness foci.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

1.Identify and apply contemporary science regarding exercise dosage in PwMS

2.Identify rehabilitation opportunities within and outside of the nervous system for PwMS

3.Identify multifactorial wellness opportunities for PwMS

4. Identify and apply contemporary science regarding subtypes/phenotypes in MS.

KEYWORDS: Multiple Sclerosis, degenerative disease, brain injury, neuroplasticity

TIMELINE: 

8:00 – 8:45 Pathophysiology, updates and clinical significance

8:45 – 9:20 Phenotypes and presentations of PwMS

9:35 – 10:05 Conditions that may present like MS, rule-in/rule-out*

10:05 – 10:45 Neuroplasticity, disease modification, and wellness in MS

10:45-12:00 Exercise modes, dosage and peripheral gains for PwMS

1:00-2:00 Sensory reweighting and the recovery of balance/UE function

2:00-2:45 Cognition & non-motor considerations in rehab and wellness

3:00-4:00 The future of MS management in rehabilitation & medicine

4:00-4:30 Summary, Q & A

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TITLE: Return to Sport: Dual Task Testing and Training for the injured athlete recovery and management.

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION: At the highest level, athletes have stored procedural memories, ready to use in their sport. They can adjust these movements in the context of the game with consideration of fatigue, situation, environmental conditions, and opponent. Procedural memories are automatic in nature, and are processed without direct and consistent conscious control. In the most skilled athletes, these movements are resistant to environmental distractions (crowd, opponent taunting, pain)? After a concussion, when is an injured athlete truly safe enough to return, to wield their fully automatized skill in the face of both internal and external distractions? In this course, Dr. Studer will review, APPLY, and ADVANCE the science of procedural learning (regaining automatic function) in sport – revealing applications and insights as to how coaches and healthcare professionals can use dual task testing and training to decide when recovery is feasible AND facilitate recovery of the same. Attendees will get a sneak peek into the emerging world of Dual Task Fitness training – a technology serving as a preventative and rehabilitative application.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Identify the 4 main modalities of distractions in clinical and real world DT applications.

Name the three guiding principles of DT training

Identify the physiology of attention and DT in normal and impaired conditions.

Identify technologies available now to improve DT

Create an individualized program for patients in accordance with your scope of practice.

KEYWORDS: Motor learning, dual task, attention, distraction, rehabilitation, concussion, skill

SESSION OUTLINE: 

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

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TITLE: Parkinson Disease: One size DOES NOT fit all. Differential diagnostics and treatment strategies and examinations specific to subtype.

PARTICIPANT LEVEL: Intermediate to Advanced.

This course can be presented for PT, or PT, OT, SLP

COURSE DESCRIPTION: Physical Therapy treatment for Parkinson’s Disease is often oversimplified and defined as by one or two global approaches. This course will further the discussion of the various subtypes of Parkinson’s Disease and begin to ascribe treatment strategies specific to each. We will address the primary symptoms in PD and suggest a classification paradigm for patients with primary tremor and rigidity; those with primary dyskinesia; freezing of gait; posture; and festination. Clinicians in the audience will be invited to use the paradigm to further the discussion of subtyping PD and researching within these categories. We will provide videotape and case study application across 3 different classifications of Parkinson’s Disease and reveal applicable treatment strategies within each.

LEARNING OBJECTIVES:  Upon completion of this course, you will be able to: 

Identify relevant physiologic changes that occur in PD and the evidence on objective testing of each impairment

Apply recent evidence in clinical interventions to each of the classifications or presentations of PD.

Identify the best clinical measures for each of the functional limitations and subtypes of PD.

Stimulate research furthering the classification of PD subtypes, and treatment approaches therein.

KEYWORDS: dual task, attention, cognition, balance

TIMELINE: 

Introduction, outline, objectives, disclaimers

Pathophysiology of Parkinson’s Disease etiology and incidence

Presentations of and differentiation into the variant subtypes (phenotypes)

Motor vs. or Motor AND non-motor – common presentations and profiles

Current evidence for treatment within each impairment and functional limitation

Translating the evidence with practical intervention strategies across the subtypes

Case studies

Questions

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TITLE: Maximizing patient engagement and potential in each PERSON you guide

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION: This course is comprised of the latest in rehabilitation techniques focused on fostering patient’s self-efficacy, autonomy, natural human motivation, adaptability, resilience, and independence. Dr. Studer pulls from the latest in psychology, motor learning, neuroplasticity – incorporating all of these evidence-based sciences with the soft skills and application of each in a practical course for all participants. Help all of your patients achieve their full potential, regardless of the condition. This course is for you if you are working in outpatient, HH, or SNF, where patients can make a choice about attending, or refusing a therapy visit. Dr. Studer will address patient engagement from the perspectives of motor learning, behavioral economics, psychology, from the perspective of a 35 year veteran therapist – that has never stopped learning and innovating. No matter the diagnoses of the patients that you are seeing – be ready for practical applications from a therapist whose cancellation rate in the last 5 years running has reduced from 2.58% to 1.46%, real numbers.

OBJECTIVES: By the end of this course, attendees will:

1. Identify 3 barriers to behavioral change (adopting recommendations) that are commonly seen in healthcare settings.
2. Identify 3 applications for behavioral economics in the clinical, rehabilitative, or wellness settings.
3. Identify 5 common concepts in behavioral economics that apply to healthcare.
4. Describe how to apply 3 behavioral economic concepts in their own healthcare interactions.

KEYWORDS: Behavioral economics, nudge, loss aversion, gamification, confirmation bias

TIMELINE: 

8:00-8:30 Move over motivational interviewing and active listening…

8:30-9:15 Welcome to Behavioral Economics: More familiar than you think

9:15-10:00  Behavioral Economics in Healthcare: Understanding choice, nudge, the Halo Effect, the Endowment Effect, bias and more

10:00-10:15 Break

10:15-11:00 Creating Reward Through Gamification and Loss Aversion in Health Care: You win again!

11:00-11:45 Helping Patients Choose Best: Nudge and Choice Architecture Applied

11:45-12:15 Questions, summaries, and the future

Note: This course has been delivered as a 7 hour course as well (topics expanded, applications can include live patient demonstrations)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________TITLE: Maximizing Recovery in the Upper Extremity: The applications course

PARTICIPANT LEVEL: Intermediate to Advanced

COURSE DESCRIPTION: Join Dr. Mike Studer, PT, DPT, MHS, NCS, FAPTA in debunking the mysterious and all-too elusive efforts to FIND (stimulate), encourage/compel and FORCE the UE to recover FEEL (sensation) on our way toward optimized FUNCTION with emphasis in order as listed: stroke, PD,CP, hemispherectomy, MS, and more.. Expect practical applications in FIND, FEEL, FAIL, re-FAMILIARIZE, FORCE, and FUNCTION for your patients, now!

OBJECTIVES: By the end of this course, attendees will:

1. Understand and apply the prognostic indicators of UE recovery post stroke.
2. Identify and contrast evidence-based recovery strategies for the UE in PD and stroke.
3. Identify best-practice exams and emerging trends in objective measures for UE function and impairment for CP, stroke, PD, and MS.  
4. Identify strategies to promote sensory recovery in the UE post stroke.

KEYWORDS: Motor learning, upper extremity, neuroplasticity, constraint, forced use, intensity

SESSION OUTLINE: 7 CEU

8:00-8:30  Debunking the UE v. LE recovery debate in rehabilitation – poor science leads to low expectations. Revealing new low and high tech options. 

8:30-9:00 Minimizing complications of pain, sublux/dislocation, sensation and most powerfully…the presence of another arm! Optimizing all levers of neuroplasticity. From pain neuroscience to Kleim and Jones’ – “Use it or lose it” – we now know better.

9:00-10:15 (break 9:30 x 15) Maximizing neuroplasticity of sensory and motor systems for the person with severe UE impairment across the conditions: FIND

10:15 – 11:00 The importance of demand (stimulus) on the neuroplastic process (supply): FAIL – Personalizing the dosage of error, engagement, and predictive processing across the conditions

11:15-12:00  The unique case of UE function in persons with Cerebral Palsy: Science translated – assumptions debunked; and “The UE in MS – a forgotten extremity”

1:00-1:45 Practical applications across the conditions to drive sensation: FEEL (with lab time)

1:45-2:30 Leveraging procedural memories: re-FAMILIARIZE (with lab time)

2:30-2:45 Break

2:45-4:00 Preparing ourselves to FORCE the return of arm and translate to FUNCTION – in a precision-rehabilitation manner

4:00-4:30 Questions, summaries, and the future

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TITLE: Neuropathy: The most common condition that we are all overlooking

COURSE DESCRIPTION: Are you currently capable of answering…or do you have interest in learning the answers to these questions?

-How many different mechanisms are known to lead to lower extremity neuropathy? 

-How can we leverage neuroplasticity to encourage somatosensory reweighting – not ignoring sensation, but changing the expectations of the brain for where to expect it?

-How can we individualize exercise-based care to the phenotypes of neuropathy?

-Is there more to rehabilitation than compensation? How can we leverage sensory and motor neuroplasticity; prehabilitation; therapeutic exercise; education and adaptive training to optimize participation and health span?

OBJECTIVES:

1)Identify 5 of the top 8 conditions leading to neuropathy

2) Design an impairment-based and functionally-based examination for persons with lower extremity neuropathy of any origin.

3) Develop an evidence-based intervention program for clinical and home delivery addressing the needs of persons with lower extremity neuropathy

4) Critically analyze current and future interventions for neuropathy

5) Develop an evidence-based treatment program managing the controllable variables influencing neuropathic pain

TIMELINE:

Neuropathies: The most common diagnoses that we are overlooking

Impairment based and functional examinations: LE neuropathy

Rehabilitation in neuropathy: Condition and person-specific

Compensations and modalities in neuropathy rehabilitation

Medical and lifestyle interventions in neuropathy: Current and future perspectives

Surgical, emerging, and alternative interventions

Case studies and videotape examples

Questions, discussion, summary

 

 

 

 

 

 

 

 

Mike Studer, PT, DPT, MHS, NCS, CEEAA, CWT, CSST, CBFP, CSRP, FAPTA

 

mike@mikestuder.com

 

www.mikestuder.com