LEARNING OBJECTIVES
Upon completion of this course, participants will be able to:
1. List the indications and precautions in the use of Aquatic Sensory Integration (ASI), Watsu®, the Bad Ragaz Ring Method, aquatic adaptations of balance tests, flow-through mat work, games, and functional skills training for the pediatric patient populations. Demonstrate an understanding of the underlying principles behind each aquatic therapy treatment approach (lecture, lab)
2. Understand the unique benefits of the aquatic environment, and use aquatic therapy techniques to increase strength, improve ROM, improve oral motor skills, normalize sensory input (vestibular, visual, auditory, tactile, proprioceptive), normalize tone, improve head and trunk righting, encourage play, verbalization and social interaction, improve posture, weight-bearing, balance, gait and proprioception, normalize transitional movements (lab)
3. Create a cohesive evidence-based argument supporting the use of aquatic therapy for the pediatric patient. Make appropriate aquatic therapy treatment choices (using the APTA’s Guide to Physical Therapy Practice as a springboard) (lecture, lab)
4. Be able to locate and summarize evidence-based research to further address why aquatic therapy could be appropriate. Create supportive bibliographies using the Aquatic Health Research Database of over 8,000 articles related to aquatic therapy (lecture)
5. Understand in what situations group therapy is appropriate. Understand supervision requirements for aquatic therapy. Understand the need to transition aquatic therapy to land based therapy (lecture)
6. Perform a pediatric inservice for rehab staff or a referring physician using “turn key” aquatic inservice modules provided in class (land lab)
7. Populate websites, brochures and onsite bulletin boards using “turn key” aquatic evidence-based marketing modules provided in class (land lab)
8. Discuss the differing documentation needs of interested parties: physicians, payers and patients. Use documentation to justify providing intervention in an aquatic environment (lecture)
9. Working with a partner, design and implement an evidence-based aquatic progression for 1-2 of the following:
· Non-progressive neurological disorder (e.g. cerebral palsy)
· Progressive neurological disorder (e.g. muscular dystrophy, SMA)
· Pervasive developmental disorder (e.g. autism, Rett Syndrome)
· Failure-to-thrive and developmental delay
· Mental retardation
· Trauma (lab)
