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Course Description

This course utilizes content from the textbook “Physical Therapy for Children” Fourth Edition by Suzann K. Campbell, PT, PhD, FAPTA, Robert J. Palisano, PT, ScD, and Margo N. Orlin, PT, PhD © 2012, published by Elsevier.

Instructional Level: Beginner to Intermediate

This course serves as both a leading physical therapy text and a practical clinical reference providing the essential information you need when working with children.  You can expect comprehensive information in areas such as decision making, screening, development, PT Management of pediatric disorders and much more – all utilizing a family-centered care model. 

Throughout this fourth edition, information has been updated to include special topics such as gait, genomics, and assistive technology.  Patient and client cases are accompanied by an ‘Evidence to Practice’ box that will help each learner to understand how the latest research relates to the decisions made in each case as well as more case studies that expand the number of clinical scenarios to help understand how concepts apply to practice.  Coverage of fetal development and genetics helps to explain how and why various disorders occur and lastly, more cardiopulmonary coverage helps you consider important factors including assessment information and typical values across the lifespan for blood pressure, heart rate, and respiratory rate.

To better meet your professional needs, this fully illustrated text of 1058 pages has been carefully broken down by sections into 8 modules.  Each module approved for 10 contact hours of post-graduate continuing education (NOTE: board approvals vary state to state, please check your states approval status in the state specific course catalog by returning to our home page and entering both your state and profession).

Each 10 contact hour module can be purchased individually or combined with one or all of the other modules from this course to create a Course Bundle.  Each course is offered in two easy formats to again meet your professional needs.  You can choose to have immediate access to your course by selecting the online format (PDF download) or a hard copy of the material can be rushed to your home by selecting our mail format. 

What you can expect from each Module:

Module Description

Included in Module 8:  Special Settings and Considerations
Chapter 27:  The Environment of Intervention
Chapter 28:  The Special Care Nursery
Chapter 29:  Serving Infants, Toddlers, and Their Families:  Early Intervention Services under IDEA
Chapter 30:  The Educational Environment
Chapter 31:  The Burn Unit
Chapter 32:  Transition to Adulthood for Youth with Disabilities

Module Goals

Course Goals:This course is intended to instruct the professional through a self-paced study of Special Settings and Considerations
Professional Learning Objectives
1.    Understand the environment that conveys interactions and relationships that nurture development and shape behavior.
2.    List essential interactions for the development of motor functions.
3.    Discuss the well-known transactional theory, proposed by Sameroff and Chandler.
4.    Define distal environment.
5.    Identify the features of successful parent-child interaction.
6.    Differentiate between informal and formal support.
7.    Recognize the organization of perinatal services.
8.    Discuss the single most important cause of illness and death in pre-term infants.
9.    Define the lack of oxygen and substrate delivery to the brain as a result of decreased blood flow.
10.  List impairments in high-risk neonates frequently demonstrate.
11.  Demonstrate knowledge in obtaining an infant's heart rate and respiratory rate from the cardiorespiratory monitor.
12.  Understand the Newborn Behavioral Observation System (NBO).
13.  Identify developmental interventions.
14.  Discuss developmental follow-up for high-risk infants and their families after discharge from the NICU.
15.  Define the Disabilities Education Improvement Act (IDEA).
16.  Identify the role of the physical therapist when providing early intervention services.
17.  Recognize the first opportunity to establish a trusting relationship with a family and child.
18.  Define a setting that is natural or normal for a child's age peers who have no disabilities.
19.  Identify findings that may guide program developers to best establish appropriate and meaningful individualized outcomes.
20.  Discuss epidemics that have increased the need for special schools and physical therapist.
21.  Define the right to a free appropriate public education (FAPE).
22.  Identify models of service delivery.
23.  Understand developing goals and objectives.
24.  Recognize the importance of coordination, communication, and documentation.
25.  Discuss the classification of burns.
26.  Define autografting.
27.  Identify musculoskeletal impairment that are associated with burn injuries.
28.  List guidelines based on the characteristics of burn treatments that help therapist select methods of pressure.
29.  Discuss the deforming effects of burn scars and how they can be decreased.
30.  List objectives of positioning.
31.  Recognize the importance for families to support activities to prepare children for adult roles.
32.  Understand the physical therapist participation in transition planning.