Presentation on theme: "Interactive Metronome ® Pediatric Specialist Coaching Module 1: Overview and Foundations By Mary Jones, OTR/L, DipCOT Sensational Kids, LLC Brain Focus."— Presentation transcript:
Interactive Metronome ® Pediatric Specialist Coaching Module 1: Overview and Foundations By Mary Jones, OTR/L, DipCOT Sensational Kids, LLC Brain Focus International, Inc.
Program Outline Module 1: Pediatric Overview and Foundations Module 2: Modifying IM to Pediatric Populations Module 3: Motivational Strategies Module 4: Teaching Auditory Association Skills Module 5: Building relationships – Allowing control, switch choices and access. Module 6: Interpreting Data Module 7: Setting up Individualized Pediatric Treatment Plans with IM: Case Examples. Module 8: Special Considerations – IM training plans with infant-toddlers or clients with decreased cognitive capabilities. Module 9: Use of IM Systems in Group and Social Settings Module 10: Moving Forward – Incorporating IM-Home into your pediatric best practices.
Outcome Goals for Module 1 Developing the art of ‘thinking outside the box’ with IM Overview of IM use within the diversity of pediatrics Getting started – Setting up of equipment/ environments The Key to IM success – Learning to Modify! Positioning that can be used with IM – Review of Examples Review of Module 1 Learning Outcomes.
Thinking ‘outside of the box’ Use of professional judgment and creativity to modify IM programming – we are a diverse group! Developing the flexibility skills to effectively utilize IM as a treatment/training tool Becoming comfortable thinking ‘outside of the box’ Taking the principles of the Interactive Metronome ® System and consider them for all aspects of pediatric services and performance programs.
Why IM in Peds? Timing is critical for the discrimination of sensory stimuli (Shannon et al., 1995; Buonomano and Karmarkar, 2002; Ivry and Spencer, 2004; Buhusi and Meck, 2005) Timing is critical for the generation of coordinated motor responses (Mauk and Ruiz, 1992; Ivry, 1996; Meegan et al., 2000; Medina et al., 2005). The nervous system processes temporal information over a wide range, from microseconds to circadian rhythms (Carr, 1993; Mauk and Buonomano, 2004; Buhusi and Meck, 2005).
Applying IM to the diversity of Pediatrics Educational Therapeutic Peak Performance Recreational Extra-curricular Lifestyle Wellness
Educational Low Self Esteem Struggling with academics Anxiety Reactive Poor motor planning Difficulty finding their own ‘Rhythm’ or ‘Still point’ Eager to please Difficulty ‘tuning in’ Difficulty keeping track of time Survival reactions Chronic adrenal stress Disorganized Clumsy Difficulty ‘connecting the dots’ Poor listening skills ‘Quick to quit’
Therapeutic Attention Deficit Disorder (314.0; ) Asperger’s Syndrome (299.0) Ataxia (438.84; 334.3; ) Autism (299.0) Developmental Delays (315.9) Dyspraxia (315.4) Dyslexia (315.02) Lack of Coordination (781.3) Speech and Language delays (315.3) Auditory Processing Disorders (388.45; ) Unspecified Disorders of the Central Nervous System (349.9) Hemiplegia (342; 343.1) Pervasive Developmental Delay (299.9) Developmental Coordination Disorder (315.4) Abnormal Posture (781.92) Loss of Limb (755.4) Abnormality of Gait (781.2) Difficulty in Walking (719.7) Orthotic Training (V57.41) Feeding Difficulties (783.3; ; 779.3; ) Dysphagia (787.42) Articulation (315.39; ) Muscle Weakness (728.87; ) Tourette’s Disorder (307.23; 333.3) Anxiety (300.0)
Peak Performance Speed - focuses on developing starting speed and maximizing top end speed. Utilization of plyometrics and speed training techniques to maximize performance. Agility – focuses on developing coordination, foot speed, reactive ability, and quickness. Utilization of sport specific movement pattern drills, plyometrics, and various mobility training equipment. Conditioning – focuses on developing sport specific fitness by combining creative training methods with traditional conditioning equipment. Strength – focuses on teaching proper resistance training techniques for a variety of sport specific exercises with emphasis on core.
Recreational Effective use of free time Personal development of ‘self’ Socially acceptable activities PLAY! Keeping up with peers Ability to engage, socialize, plan, follow-through
The Key to IM Success: Modify for Engagement! Be Spontaneous for Novelty! Increase Repetition for Synaptic Growth!
Techniques for success Positioning alternatives Physical Environment Sensory Environment Motivation Strategies Tempo/Timing variance Feedback Strategies Interpreting Data Pacing of activities and themes Duration of tasks and sessions Building Relationships – allowing control Switch choices and Access
Set Up - Equipment
Positioning: Upright Stance UPRIGHT STANCE: Extensor tone; balance; visual orientation; praxis. Modify with variance of surface/texture/height/size of base/footwear.
Modify Base of Support Alter points of stability and mobility Upper extremities: Clap High-Clap Low Adapt lower extremity movement sequence Side step and clap on the beat Match tempo of music piece or sing to the beat
Round Sitting ROUND SITTING : Pelvic and shoulder girdle alignment Posture and positional awareness (grounded) Upper body strengthening Pelvic shift and core balance Diaphragmatic breathing
Dynamic Postures DYNAMIC POSTURES: Proprioceptive awareness Core stability and shift Visual orientation Strengthening Praxis EXAMPLES: Ball sit Stool sit Bench sit Bolster sit (astride) Cube sit Rocking chair
Supine/Lying Down SUPINE TIME: Facilitates proprioceptive awareness (firm surface) Decreases demands on motor planning Work up against gravity Reflex integration: Supine flexion
Prone/Tummy Time Modifications: Floor (good for sensory feedback Floor mat/different textures Inverted/under/over Modifications: Floor (good for sensory feedback Floor mat/different textures Inverted/under/over PRONE/TUMMY TIME: Strengthening shoulder girdle Hip flexor stretch Facilitate co-contraction to flexor/extensor core stability Visual-motor integration Reflex integration
Review of Module 1 Learning Objectives IM is used as a training tool across multiple domains and disciplines within pediatrics. Professional judgment and creativity are required to provide optimum outcomes in pediatric IM programs. Modification is key to provide a customized approach to each individual. Pediatrics is diverse – so too is the application of IM to this population!
References Boyle CA, Boulet S, Schieve L, Cohen RA, Blumberg SJ, Yeargin-Allsopp M, Visser S, Kogan MD. Trends in the Prevalence of Developmental Disabilities in US Children, 1997–2008. Pediatrics Buhusi, C.V., and Meck, W.H. (2005). What makes us tick? Functional and neural mechanisms of interval timing. Nat. Rev. Neurosci. 6, 755– 765. Buonomano, D.V., and Karmarkar, U.R. (2002). How do we tell time? Neuroscientist 8, 42–51 Carr, C.E. (1993). Processing of temporal information in the brain.Annu. Rev. Neurosci. 16, 223–243.
References 2 Ivry, R. (1996). The representation of temporal information in perception and motor control. Curr. Opin. Neurobiol. 6, 851– 857 Ivry, R.B., and Spencer, R.M.C. (2004). The neural representation of time. Curr. Opin. Neurobiol. 14, 225–232 Mauk, M.D., and Buonomano, D.V. (2004). The neural basis of temporal processing. Annu. Rev. Neurosci. 27, 304–340 Mauk, M.D., and Ruiz, B.P. (1992). Learning-dependent timing of Pavlovian eyelid responses: differential conditioning using multiple interstimulus intervals. Behav. Neurosci. 106, 666–681
References 3 Medina, J.F., Carey, M.R., and Lisberger, S.G. (2005). The representation of time for motor learning. Neuron 45, 157–167. Meegan, D.V., Aslin, R.N., and Jacobs, R.A. (2000). Motor timinglearned without motor training. Nat. Neurosci. 3, 860–862. Shannon, R.V., Zeng, F.G., Kamath, V., Wygonski, J., and Ekelid, M. (1995). Speech recognition with primarily temporal cues. Science 270, 303–304.