Clinical Practice (assessment, diagnosis, treatment, knowledge translation/EBP, implementation science, program development)
Optimizing Activity- and Participation-Level Outcomes for Children Following Brain Injury by Addressing Neurobehavioral and Neurocognitive Barriers to Success
Motor Learning, Cognitive, & Behavioral strategies, part 2: Optimizing Activity- and Participation-Level Outcomes for Children Following Brain Injury by Addressing Neurobehavioral and Neurocognitive Barriers to Success (845559)
The CDC estimates that 5 million Americans live with disability from brain injury. Many acquire their injury perinatally or during childhood. Pediatric stroke is a major cause of death and disability including lasting functional sequelae in most survivors (Ferriero 2019). While motor impairments are common in children with stroke (deVeber 2000), long-term neurobehavioral and neurocognitive deficits are also common and can significantly impact goal attainment (Greenham 2018, Greenham 2016). According to the International Classification of Functioning, Disability, and Health (ICF), rehabilitation professionals should be concerned with activity- and participation-level of functioning. Performance at these levels is often a product of multiple person and environmental factors (WHO 2007). Our team will share expertise in pediatric stroke to guide individual clinicians to consider all barriers to goals, including those outside their area of expertise.
Identify strategies for the rehabilitation professional to address neurocognitive and neurobehavioral barriers to activity- and participation- level goals.
Describe how to incorporate motor learning strategies and cognitive interventions into occupational and physical therapy sessions.
Identify strategies to increase patient engagement in rehabilitation
Explain 3 cognitive rehabilitation interventions that can be used to support activity and participation level outcomes.