Presenter’s Names and Email Addresses:

Lori Bartleson    [email protected]

 Module Description:

This course is designed to advance the pediatric resident’s knowledge and evidence-based practice of physical therapy in the Early Intervention Setting. Part 1 of the course is an asynchronous learning module on foundational knowledge of Early Intervention and the physical therapist’s role in this setting, followed by a case-based written assignment. Part 2 of the course is a synchronous session with a case-based discussion, which will also include a mock routines-based interview with the caregiver and planning for transition to preschool. Finally, residents are asked to complete a Knowledge Translation Plan. Residents are encouraged to engage with their program mentors throughout the course to enhance learning and integration of knowledge into clinical practice.

 Learning Objectives: 

Upon completion of this module, participants will:

1. Identify early intervention eligibility criteria under Part C of IDEA.

• Recognize the role of service coordination in the IFSP

1. Understand principles to conduct an effective family interview and child observation to determine the family’s needs and supports.
2. Define family-centered care, including coaching and treating in the natural environment.
3. Explain the impact of cultural differences during assessment, IFSP development, and interventions
4. Summarize the transition process from IDEA Part C to IDEA Part B.

 Estimated Educational Hours:

1. Asynchronous narrated lecture: 1 hour

2. Resident required readings and assignment: 2 hours

3. Synchronous session: 2 hours

4. Knowledge translation worksheet: 1 hour

 Presenter Bio: 

Lori Bartleson is a Board-Certified Pediatric Clinical Specialist with 30+ years of experience as a pediatric physical therapist. She is an assistant professor in the Doctor of Physical Therapy program at Charleston Southern University. She also serves as the Medical University of South Carolina (MUSC) Physical Therapy Pediatric Residency Coordinator. In addition, she has been an adjunct faculty member at Rocky Mountain University in their transitional Doctor of Physical Therapy Pediatric Science program, teaching the Seminar on Children and Youth in Early Intervention and Education Environments. Lori has experience working with children ages 0-21 in various settings, including early intervention, school-based, and outpatient. Lori graduated with a Bachelor of Science in Physical Therapy from MUSC in 1995 and her Doctorate in Physical Therapy from A.T. Still University in 2012. Locally, Lori has served the American Physical Therapy Association (APTA) South Carolina Chapter members as the Lowcountry District Co-Chair, on the Board of Directors, and the Nominating Committee. Nationally, she has served as the APTA Academy of Pediatric Physical Therapy’s Residency and Fellowship Special Interest Group Secretary and the Chair of the Adolescents and Adults with Diverse Abilities Special Interest Group. She has also served as the South Carolina State Representative for the APTA Academy of Pediatric Physical Therapy members. Lori is an APTA-certified clinical instructor with over 25 years of teaching and mentoring physical therapy students. She has presented at local, state, and national conferences for physical therapists. She has co-authored and published research in pediatric physical therapy.

 Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only. 

• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.  

 Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.  
• A handout is included with the slides from the presentation video.  

 Assignment and Required Readings:  

• All participants should complete the assignment described here before the virtual meeting if one is scheduled. 

• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions.

• Read the required readings provided.

• Chiarello, L., Jeffries, L., Rapport, MJ. “Early Intervention Physical Therapy: IDEA Part C”. Pediatricapta.org/fact-sheets. APTA Academy of Pediatric Physical Therapy. (2010).
• Chiarello, L., Jeffries, L., Rapport, MJ. “Natural Environments in Early Intervention Services”. Pediatricapta.org/fact-sheets. APTA Academy of Pediatric Physical Therapy. (2019).
• D'Arcy E, Wallace K, Chamberlain A, et al. Content validation of common measures of functioning for young children against the International Classification of Functioning, Disability and Health and Code and Core Sets relevant to neurodevelopmental conditions. Autism. 2022;26(4):928-939. doi:10.1177/13623613211036809
• Gmmash, A. S., Effgen, S. K., Skubik-Peplaski, C., & Lane, J. D. (2021). Parental Adherence to Home Activities in Early Intervention for Young Children with Delayed Motor Development. Phys ther, 101(4) 
• McWilliam, R. A. Casey, A. Sims, J. The Routines-Based Interview: A Method for Gathering Information and Assessing Needs. Infants & Young Children 22(3):p 224-233, July 2009. DOI: 10.1097/IYC.0b013e3181abe1dd
• McWilliam, R.A. Protocol for the Routines Based Interview. 2009.
• Pereira APS, Jurdi A, Reis HIS, Sousa A. Routine‐based interview in early intervention: professionals’ perspectives. Support for learning. 2022;37(3):435-449. doi:10.1111/1467-9604.12419
• Weaver, P, Cothran, D; Dickinson S; Frey, G. Physical Therapists' Perspectives on Importance of the Early Intervention Competencies to Physical Therapy Practice. Infants & Young Children 31(4):p 261-274, October/December 2018. | DOI: 10.1097/IYC.0000000000000127  

 Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.  

• Please plan to have your video on during the entire session to facilitate interaction and discussion. 

• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.  

• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.  

• The synchronous session will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.  

 Knowledge Translation Reflection:

• •After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.

 Please email the presenters if you have any questions about the content or assignments. 

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].