Certificate Program
Neurologic Occupational Therapy: Upper Extremity Motor Rehabilitation
Acquire an in-depth understanding of the neuroscience, assessment, principles underlying skill acquisition, and treatment of commonly encountered motor impairments encountered in occupational therapy practice.
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About this Certificate Program
Neurological deficits are the most commonly encountered impairments in occupational therapy, and the prevalence is rapidly-increasing. Despite a widely-appreciated impact, few resources and no certifications are available for occupational therapists and occupational therapy assistants. This rigorous certificate program provides unique and specific focus on evaluation, treatment, and neurological underpinnings. Focus areas include neuroscience/neuroanatomy, assessment and treatment of specific conditions (e.g., spasticity), modalities (e.g., orthotics/prosthetics for the paretic upper extremity), and optimal learning conditions for people with neurological impairments. This certificate is provided in two modules that must be taken sequentially. In section one, learners are exposed to foundational concepts in neurologic motor rehabilitation, including neuroanatomy, neuroplasticity, and motor learning in neurologically-impaired populations. In section two, users learn the assessment of specific impairments and participation deficits encountered in neurologic occupational therapy practice.
Target audience
This series is designed for occupational therapists and occupational therapist assistants interested in learning rigorous strategies for treating patients with neurological conditions.
Goals & objectives
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Identify and describe the functional anatomy of brain regions and specific brain areas.
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Define neuroplasticity and explain in detail the conditions under which it occurs.
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Explain the prerequisites for effective learning to occur in neurologically-impaired populations.
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Identify and describe the administration of three assessments of upper extremity function and impairment.
What’s included in the Certificate Program
Accredited Online Courses*
21 hours of online video lectures and patient demonstrations.
Interactive Learning Assessments
Case-based quizzes to evaluate and improve clinical reasoning.
Case Study Interviews
Recorded Q&A sessions between instructors and practice managers.
Certificate Program overview
Section 1
Foundational Concepts 10 ItemsMotor Learning Strategies: Interventions at the Environment Level Course
Chapter 1: Strategies at the Environment Level
In this chapter, J.J. Mowder-Tinney discusses the appropriateness of integrating variability into the plan of care. Variability is discussed through problem solving and the challenge point framework to keep the learner actively involved in problem solving during the process of finding movement solutions. Two different options for feedback are discussed along with their impact on function.
Chapter 2: Focus of Attention
A learner’s focus of attention can be either internal, monitoring the way they move, or external, focusing on the actions of their movements and if the goal was achieved. J.J. Mowder-Tinney explores a comparison of two different cueing options to switch from internal to external focus of attention to increase effectiveness and efficiency of movement.
Chapter 3: Intensity and Mobility Training
Intensity incorporated into mobility training provides four benefits, which will be discussed throughout this chapter. Learners will be able to gauge the level of intensity based on a patient’s heart rate, as well as use seven dimensions of challenge to adapt a mobility-training program.
Chapter 4: Practice Session: Self-Cueing
J.J. Mowder-Tinney explains the importance of self-control cueing to keep your patient engaged and challenge themselves in motor learning. This practice session gives you quick and easy steps to facilitate your patient's involvement in their therapy. Starting from the beginning, keep your patient engaged and allow them to challenge themselves throughout the rehabilitation process.
Neurologic Treatments Part 1: Neuroplasticity and Motor Learning Course
Chapter 1: Specific Interventions Utilizing Neuroplasticity
There are many ways to facilitate neuroplasticity in people who have neurological deficits. This chapter will emphasize the key aspects of neuroplasticity and how to integrate those strategies into practice.
Chapter 2: Motor Control
This chapter will highlight the applications of motor learning and the motor priming paradigm. A review of the OPTIMAL theory will set the stage for many examples and integration of autonomy, enhanced expectancy, and external focus.
Chapter 3: Motor Learning Strategies
The evidence regarding the benefits of integrating motor learning strategies into practice is undeniable. This chapter will review multiple motor learning theories and address specific strategies to facilitate therapists' ability to incorporate intensity, error, and motivation into any session.
Chapter 4: Neurologic Clinical Practice Guidelines for Outcome Measures
Performing consistent and standardized outcome measures provides therapists the ability to assess if their interventions are challenging enough to the patient. They can also be used as an external cue to increase motivation. This chapter will review the clinical practice guidelines provided by the Academy of Neurologic Physical Therapy.
Neurologic Treatments Part 2: Challenging Presentations Course
Chapter 1: Etiology and Outcome Measures
This chapter will review the etiology of pusher syndrome to highlight the common presentations of this population. A discussion regarding the recommended evidence-based outcome measures will assist in guiding the therapists in what to choose to show improvement in outcomes.
Chapter 2: Specific Interventions for Pusher Syndrome
A patient exhibiting pusher behavior requires a unique approach to improve their functional ability. This chapter will emphasize multiple intervention adjustments to improve the outcomes of someone with this type of presentation.
Chapter 3: Specific Interventions for Ataxia
A patient with ataxia requires a unique approach to improve their functional ability and increase their safety during all activities. This chapter will emphasize multiple intervention adjustments to improve the outcomes of someone with this type of presentation.
Chapter 4: Specific Interventions for Spatial Neglect
A patient exhibiting spatial neglect requires a unique approach to improve their functional ability. This chapter will emphasize multiple intervention adjustments to improve the outcomes of someone with this type of presentation.
Neurologic Treatments Part 3: Supine-to-Sit Interventions Course
Chapter 1: Analysis of Movement
This chapter will review different movement strategies commonly seen when a person with a neurological deficit is limited in bed mobility. The foundation for improving function for this population requires practicing observational skills to improve focused intervention planning.
Chapter 2: Common Impairments
This chapter will build on the knowledge of typical movement from Chapter 1 and discuss the potential impairments limiting the movement. The key to reaching optimal outcomes with limited time is staying focused on treating the priority impairments identified for each individual. This chapter will provide multiple examples of this process with commonly seen limitations.
Chapter 3: Motor Learning Strategies
This chapter will provide multiple specific examples of how to incorporate a variety of motor learning strategies into practice for this movement. It will include a demonstration of a session that shows the progression of varying activities incorporating motor learning considerations including intensity, error, motivation, and external cues.
Neurologic Treatments Part 4: Sit-to-Stand Interventions Course
Chapter 1: Analysis of Movement
This chapter will review different movement strategies commonly seen when a person with a neurological deficit is limited in sit-to-stand. The foundation for improving function for this population requires practicing observation skills to improve focused intervention planning.
Chapter 2: Common Impairments
This chapter will build on the knowledge of typical movement from Chapter 1 and discuss the potential impairments limiting the movement. The key to reaching optimal outcomes with limited time is staying focused on treating the priority impairments identified for each person. This chapter will provide multiple examples of this process with commonly seen limitations.
Chapter 3: Motor Learning Strategies
This chapter will provide multiple specific examples of how to incorporate a variety of motor learning strategies into practice for this movement. It will include a demonstration of a session that shows the progression of varying activities incorporating motor learning considerations, including intensity, error, motivation, and external cues.
Neurologic Treatments Part 5: Gait Interventions Course
Chapter 1: Analysis of Movement
This chapter will review different movement strategies commonly seen when a person with a neurological deficit is limited in ambulation. The foundation for improving function for this population requires practicing observational skills to improve focused intervention planning.
Chapter 2: Common Impairments
This chapter will build on the knowledge of typical movement from Chapter 1 and discuss the potential impairments limiting the movement. The key to reaching optimal outcomes with limited time is staying focused on treating the priority impairments identified for each individual. This chapter will provide multiple examples of this process with commonly seen limitations.
Chapter 3: Motor Learning Strategies
This chapter will provide multiple specific examples of how to incorporate a variety of motor learning strategies into practice for this movement. It will include a demonstration of a session that shows the progression of varying activities incorporating motor learning considerations including intensity, error, motivation, and external cues.
Therapeutic Neural Correlates of Motor Learning Course
Chapter 1: Key Neural Anatomy and Neuroplasticity Concepts
In this first chapter, Dr. Grooms will review the basic neural anatomy and principles of neuroplasticity, focusing on the brain substrates for motor learning.
Chapter 2: Neural Correlates of Movement, Action, Control, and Learning
This section will expand upon the previous section by highlighting the anatomy and the principles of neuroplasticity to transition to mechanisms of motor learning and how the nervous system programs movement. This is a “bring-it-together" section before going into therapy implications.
Chapter 3: Therapy Implications
This final section will utilize the knowledge of the previous two sections to provide concrete and implemental clinical practice changes to induce adaptive neuroplasticity, as well as highlight future directions for the field.
Motor Rehabilitation Post-Stroke: Principles of Neuroplasticity and Motor Learning Course
Chapter 1: Neuroanatomy, Neural Mechanisms, and Stroke
Basic physiological and anatomical information about disabling condition forms the background knowledge for therapists. This chapter will remind the attendee of the neuroanatomy and neural mechanisms associated with stroke.
Chapter 2: Principles of Practice for Motor Rehabilitation
Recovery of motor function after stroke is believed to rely on neural re-organization. The basis for motor rehabilitation approaches comes from basic animal and human studies of how behavioral experience influences neuroplasticity. This chapter will review the literature that has led to the development of basic principles of practice structure and the greatest neuroplasticity.
Chapter 3: Evidence for Post-Stroke Motor Rehabilitation Approaches
Rehabilitation needs to be evidence-based so that the most efficacious and effective interventions are provided to individuals with stroke. This chapter will present the evidence for the most-studied motor rehabilitation approaches for hemiparesis post-stroke.
Chapter 4: Experimental Approaches
It is clear from research conducted over the past 20 years that therapy facilitates motor recovery from stroke. Despite such rehabilitation however, individuals with stroke continue to experience long-term reduced motor function that interferes with successful engagement in daily activities. More effective interventions are needed. This chapter will describe some new approaches, mostly interventions to be used as instigators of motor practice, that offer promise for enhancing the brain’s ability to re-organize in response to motor practice.
Neuroanatomy for Rehabilitation Professionals Course
Chapter 1: Major Divisions of the Nervous System
This chapter will provide a distinction between the CNS and the PNS to set the stage for deeper explorations of both systems.
Chapter 2: Major Cell Types
This chapter will begin with an explanation of the distinction between neurons and nerves, and review basic cellular anatomy and cell function. The remainder of the chapter will identify the types of cells found in the CNS and the basic function of each cell type.
Chapter 3: Major Neurotransmitters
This chapter will review the main neurotransmitters found in the brain. The two key functions of neurotransmitters (rapid communication vs. neuromodulation) will be discussed. Major locations of cells producing different types of neurotransmitters will be identified.
Chapter 4: Brain Organization Part 1: Spinal Cord and Brain Stem
This chapter will introduce and discuss the functions of the spinal cord and brain stem. The main types of spinal nerves will be reviewed, followed by a review of the twelve cranial nerves.
Chapter 5: Brain Organization Part 2: Cerebellum, Thalamus, & Basal Ganglia
This chapter will continue the discussion of major brain regions and functions, focusing on the cerebellum and subcortical structures. The main divisions of the cerebellum will be identified, and the function of the cerebellum will be reviewed. The key role of the thalamus will be discussed. Some of the major deficits resulting from damage to the thalamus and basal ganglia will be reviewed.
Chapter 6: Brain Organization Part 3: Limbic System
This chapter reviews the structural components and function of the limbic system. The interactions between the limbic system and other brain regions is vital in the regulation of emotion and memory.
Chapter 7: Brain Organization Part 4: Cerebral Cortex
The cerebral cortex, or neocortex, is the newest and most complex part of the brain. It is comprised of four lobes. This part of the brain is critical in higher-level cognitive processes. In this chapter, the organization and function of the cortex will be discussed.
Section 1 Quiz Quiz
Section 2
Treatment and Assessment of the Neurologic Upper Extremity 4 ItemsUpper Extremity Strategies Along the Post-Stroke Recovery Continuum Course
Chapter 1: Care and Intervention for the Flaccid Upper Extremity
Participants will be presented with treatment approaches for the post-stroke upper extremity with little to no movement. Risk factors for shoulder pain will be discussed as well as appropriate range of motion and positioning techniques for this population.
Chapter 2: Intervention Strategies for the Not Yet Functional Upper Extremity
This chapter will present treatment approaches for the post-stroke upper extremity that presents with proximal movement, but which the patient considers “non-functional” secondary to lack of distal control.
Chapter 3: Designing Task-Oriented Functional Task Practice
This chapter will present treatment approaches for the post-stroke upper extremity that has regained movement but remains slow and poorly coordinated in daily living skills. Keys to developing skill in these patients, as well as the development of an independent practice program, will be presented.
Understanding Recovery and Evolution of Impairments in the Arm and Hand Course
Chapter 1: Recovery after a Stroke or Brain Injury
This chapter will cover the process of neurological and functional recovery for persons who have acquired brain injury or stroke and their implications on the rehabilitation process. Dr. Bondoc will also explain the nature of spasticity and its impact on movement, functional recovery, and the development of secondary impairments.
Chapter 2: Spasticity and Movement Impairment
This chapter will review neurophysiology of the motor unit and discuss the definition of spasticity and its impact on movement and posture of the arm and hand.
Chapter 3: Sensory Impairments
In this chapter Salvador Bondoc will review the somatosensory system and sub-modalities of somatosensation and describe pain and sensory impairments associated with the neurological UE following brain injury.
Specific Orthoses for Neurological Conditions Course
Chapter 1: Specific Orthoses for Neurological Conditions: The Elbow
This chapter will cover conditions of the elbow that would benefit from positioning in an orthosis to maintain tissue length and prevent joint contractures. This volar based elbow orthosis will be described in detail regarding the appropriate thermoplastic material selection, pattern making, and fabrication techniques. Additional tips and tricks will be offered in an easy to follow format.
Chapter 2: Specific Orthoses for Neurological Conditions: The Anterior Based Elbow Orthosis
Many conditions require using an Anterior Elbow Orthosis as an intervention. This chapter details these conditions and offers an easy method for fabrication of an Anterior Elbow Orthosis along with information on appropriate thermoplastic materials.
Chapter 3: Specific Orthoses for Neurological Conditions: The Anti- Spasticity Orthosis
This chapter will cover conditions of the forearm, wrist, hand and fingers that would benefit from positioning in an orthosis to maintain tissue length and prevent joint contractures. This anti- spasticity orthosis will be described in detail regarding the appropriate thermoplastic material selection, pattern making, and fabrication techniques. Additional tips and tricks will be offered in an easy to follow format.
Section 2 Quiz Quiz
Instructors
J.J. Mowder-Tinney
PT, PhD, NCS, C/NDT, CSRS, CEEAA
Salvador Bondoc
OTD, OTR/L, BCPR, CHT, FAOTA
Deborah A. Schwartz
OTD, OTR/L, CHT
Dorian Rose
PT, PhD
Dustin Grooms
PhD, ATC, CSCS
Lorie Richards
PhD, OTR/L
Howard A. Lloyd
PsyD, ABPP-CN
CEU approved
21
total hours*
of accredited coursework.
Medbridge accredits each course individually so you can earn CEUs as you progress.
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Browse PlansFrequently asked questions
Everything you need to know about Certificate Programs.
Accreditation Hours
Each course is individually accredited and exact hours will vary by state and discipline. Check each course for specific accreditation for your license.
When do I get my certificate?
You will receive accredited certificates of completion for each course as you complete them. Once you have completed the entire Certificate Program you will receive your certificate for the program.
Do I get CEU credit?
Each course is individually accredited. Please check each course for your state and discipline. You can receive CEU credit after each course is completed.
Do I have to complete the courses in order?
It is not required that you complete the courses in order. Each Certificate Program's content is built to be completed sequentially but it is not forced to be completed this way.
How long do I have access to the Certificate Program?
You will have access to this Certificate Program for as long as you are a subscriber. Your initial subscription will last for one year from the date you purchase.
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