CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES MODULE 8: Special Considerations – IM Training Plans with Infants-Toddlers or clients with decreased cognitive capabilities. By Mary Jones, OTR/L, DipCOT Sensational Kids, LLC Brain Focus International, Inc.
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CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES MODULE 8: Special Considerations – IM Training Plans with Infants-Toddlers or clients with decreased cognitive capabilities
By Mary Jones, OTR/L, DipCOT
Sensational Kids, LLC
Brain Focus International, Inc
1. True or False: It is not necessary to consider IM testing data when formulating a treatment plan, only use discipline specific testing.
2. True or False: The key to success with IM training is to always have a plan laid out for a student to participate in and stick to that plan throughout the training session.
3. True or False: It is not important to increase repetitions, just as long as your IM student is enjoying their sessions with you.
4. True or False: You do not need to own expensive therapeutic equipment to modify IM interventions.
5. True or False: It is important to consider preparing short articles and case studies to support your interventions with Interactive Metronome® and to keep up with current research.
Pacing of activities and themes
Duration of tasks and sessions
Building Relationships – allowing control
Switch choices and Access
Movie: 11.Lucy beginning.mp4
A presentation at the IM Professional Conference 2007
My thanks to Lucy Barlow, MED, SLP-CCC
From The Language Learning Center, Kingsland, Georgia.
Movie: 12.after IM.mp4
Movie: 13.IM teqqith Lucy.mp4
This provider’s prior observations of the success of IM with cross-hemisphere difficulties
Neuro-rehabilitative aspects of IM
Prospect of stimulating hemispheric communications
Motivation to achieve best possible outcome for patient
Movie: 15.clapping to music.mp4
Using a folded sheet or large towel, swaddle the infant ‘hammock style’ with their face looking towards their mother or caregiver. Starting low and slow, gently swing to the right and then to the left, providing soft ‘end points’ to mark the beat. Movements may also include up and down, with cushions or a mattress beneath the infant. Tempo should be no higher than 54 bpm, and if the infant shows signs of distress, skip to every other beat for consistency. Follow the infant’s tolerance and lead. A soft song or lullaby can be sung in sync to the beat.
Digestion – reflux (GERD)
Feeding – colic
Sleep – sleep apnea
Alert state and regulation of primary functions.
Age considerations for use of IM
Review of case examples: Emma; Reyna; Betsy
Considerations from a parents perspective
The importance of modifying IM with this client group
Review of levels of training
needed when working with
children with low cognitive
Case example: Katie
2.Complete webinar Post-Test