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Learn to Move, Move to Learn:  Therapeutic Management of Children with Movement Disorders - A Comprehensive Course in the Application of the Perception-Action Approach 

This interactive, two part, certification track workshop introduces a Perception-Action Approach of manual guidance in combination with environmental supports. Part 1 explores current theories, including the Perception-Action Theory, Dynamic Systems Theory and Theory of Neuronal Group Selection along with concepts of Child Driven play and Environmental set up as the basis for this intervention. Lectures, patient demos and labs illustrate the theoretical underpinnings and primary concepts of the approach with practical experience for the participants on each other.

Part 2 expands on clinical application of Perception-Action Approach to everyday practice and developing clinical proficiency. Participants engage in assessment and treatment of pediatric clients over 2-3 days with supervision, real time feedback, analysis, and group discussion.

This course is designed for Multi-level clinicians.
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Part 1 Learning Objectives:

1. Identify three major theories that support the Perception-Action (P-A) Approach.
2. Describe three unique defining characteristics of the P-A Approach.
3. Define five primary concepts of the P-A Approach.
4. Formulate discipline-specific goals.
5. Verbalize the connection between the observational findings and the selection of intervention strategies.
6. Demonstrate intervention strategies that promote variability, complexity, and adaptability.
7. Apply P-A Approach intervention strategies to address discipline-specific functional goals, including but not limited to improvement in the following areas:
   1. Visual processing, bilateral hand function, and activities of daily living (OT).
   2. Postural control, movement transitions, and locomotion (PT).
   3. Feeding and speech production (SLP).

Part 2 Learning Objectives:

1. Discuss pre-course activities and relate them to new perspectives in clinical practice.
2. Interact with a child with motor dysfunction:
   1. Perform the P-A Approach component of examination.
   2. Describe clinical reasoning  for the development of intervention plan, including discipline-specific goals and content.
   3. Perform an intervention providing manual guidance and environmental affordance.
   4. Critically analyze intervention reflecting on both the participant’s and the child's behavior, and articulate potential changes and the use of appropriate outcome measures.
3. Utilize P-A Approach terminology when discussing theories, concepts, examination, and intervention.
4. Apply P-A Approach intervention to address discipline-specific functional goals and select appropriate outcome measures to assess progress in the following areas:
   1. Visual scanning and bilateral hand function.
   2. Postural control, movement transitions and locomotion.
   3. Feeding.
   4. Speech production.

Key Take Aways:  1) Critical observation skills; Real time modification.
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Format and Method of Instruction: Lecture, “hands-on” lab, group discussion, video and live demonstrations, child assessment and “hands-on” intervention.