B. Children's Brains, NeuroPlasticity, and Pediatric Intervention:
What's the Evidence?

Presented by Patricia C. Montgomery, PhD, PT, FAPTA

February 20-21, 2014
13.5 contact hours
Intermediate Level
Read Dr Montgomery's blog post on this course
This course is designed to present the most recent empirical evidence regarding efficacy of specific therapy-related interventions.  Emphasis will be on strategies for children with cerebral palsy and other neurologic-based diagnoses.  Video of treatment sessions will be used to illustrate major points and to present longitudinal case studies. Recent information on neuroplasticity and motor learning principles as related to the developing child is included and implications for the most effective clinical interventions are suggested.  Treatment strategies based on current knowledge of neuroplasticity, such as constraint-induced therapy, mirror therapy,  and treadmill training are emphasized.  The information presented should be immediately applicable to the organization of clinical treatment sessions and home, school, and community-based programs for children with a variety of developmental disabilities.

Principles discussed in the course are applicable to children of all ages as well as adults.  Treatment strategies presented are designed for the pediatric population.

Objectives:  Participants will be able to:

  1. Describe critical elements that support brain plasticity.
  2. Summarize major processes in normal brain development.
  3. Link developmental disabilities with areas of impaired brain function.
  4. Compare generalized intervention strategies to specific  function-based activities.
  5. Apply principles of motor learning to treatment sessions.
  6. Compare differing viewpoints on the role of muscle tone in motor control.
  7. Discuss “critical periods” for CNS sensory system development in children.
  8. Review research regarding perceptual-motor development in typically developing children.
  9. Discuss rationale for early gait training.
  10. Analyze varying environments in relation to “affordances” for motor behavior.

Agenda* 13.5 contact hours
Day 1
8:00  - 8:30           Registration/ Pre-test
8:30 -  10:00         Evidence-Based Practice:
                              What We Do and How We Do It
                              Predict and Manage Care
10:00 -   10:15     Break
10:15 -  11:15      Update: Neuroplasticity
11:15 - 12:15       Constraint-Induced and Mirror Therapy
12:15 - 1:15          Lunch    
1:15 – 2:00           Motor Control & “Affordances”
2:00 -  3:00           Motor Learning: Clinical Issues
3:00 -  3:15           Break
3:15 -  3:45           Role of Cognition and Perception
3:45 – 5:30           Perceptual-Motor Development
Day 2
8:30 – 9:15            Neurogenesis: Normal and Abnormal development
9:15 – 10:00          Developmental Coordination Disorder
10:00 - 10:15         Break
10:15 - 11:15         The “Smart Spinal Cord”
11:15 - 12:15         Treadmill Intervention
12:15 -1:15             Lunch
1:15 – 2:15             Postural Control
2:15 - 3:00              “Muscle Tone”  What is it?  Implications?
3:00 - 3:15               Break
3:15 – 4:30               Empirical Evidence: Effects of Intervention
                                  Where DO we go From Here? / Post-test

*Topic times may vary; contact hours do not.
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Patricia Montgomery received a B.S. degree in physical therapy from the University of Oklahoma and a M.S. in educational psychology and PhD in child psychology from the University of Minnesota. Dr. Montgomery is an NDT trained therapist and Faculty Emeritus of Sensory Integration International.  She has taught in several physical therapy programs and is the author of several books and articles.  Dr. Montgomery has worked in a hospital setting, an NICU, a public school, and had a pediatric private practice. She is a past president of the MN Chapter, served on the Board of Directors of the American Physical therapy Association, and is a Fellow of APTA.