2 Course PDF Bundle: Pediatric Conditions: Autism and Diabetes

Sarah R.Stillings, MA, PT, MPT, CHT

Sarah R. (Sally) Stillings is a PT and Certified Hand Therapist in Texas. She received her physical therapy degree from the University of North Carolina at Chapel Hill. Prior to becoming a therapist, Sally taught university-level writing courses and was assistant editor of The Journal of Craniomandibular Practice. In her extensive career as a PT, she has held a variety of clinical, teaching, administrative, and business roles, including general PT practitioner, upper extremity specialist, clinic manager, hand therapy clinic coordinator, continuing education (CE) instructor, and CE course administrator. She has also served as Executive Director of the Kellermann Foundation, a U.S. nonprofit organization supporting healthcare and community development in Uganda, East Africa. Her work now focuses on creating evidence-based CE materials for rehab professionals. Sally is a lifelong runner who celebrates all those who cover the ground.

623 Diabetes in Children and Adolescents—Course Objectives
After successfully completing this continuing education course, the learner should be able to:
1. Define diabetes mellitus, list its classification types, and identify its diagnostic criteria in
pediatric practice
2. Recall the prevalence of diabetes and of obesity among children and adolescents in the
United States
3. Identify signs, symptoms, and complications associated with pediatric diabetes
4. Identify current standards of medical treatment for these disorders among children
and adolescents
5. Recognize principles and philosophies of diabetes education
6. List important topics in family/patient education for young people with diabetes
7. List the benefits of exercise in children, and recognize the potential risks associated with
exercise for children and adolescents with diabetes
8. Recognize how to choose appropriate, safe exercise interventions for this patient
population
9. Define evidence-based practice and recognize its parameters
10. Recall the “take-away” message for PT/OT practice of each of the three research
articles presented.
11. Using case studies, apply the specific concepts and principles presented in the course
for diabetes care in children and adolescents.

623 Diabetes in Children and Adolescents—Table of Contents

HOUR 1 
Course Instructions 2
About the Author, Course Description 3
Course Objectives 4
Table of Contents 5
Introduction 7
Chapter 1: Understanding Pediatric Diabetes 10
Definitions
Classifications 12
Type 1 Diabetes Mellitus
Type 2 Diabetes Mellitus 15

HOUR 2
Prediabetes 16
Monogenic Diabetes 18
Other Types of Pediatric Diabetes 19
Diagnosis
Epidemiology 22
Type 1 Diabetes Incidence and Prevalence
Type 2 Diabetes Incidence and Prevalence 25
Overweight/Obesity in Childhood 28

HOUR 3
Acute Complications of Diabetes 31
Diabetic Ketoacidosis 32
Hyperosmolar Hyperglycemic State 33
Hypoglycemia 34
Chronic Complications of Diabetes 35
Other Associated Conditions 37
Medical Treatment of Pediatric Diabetes 38
Chapter 2: The Role of PT and OT Professionals 41
Age-Appropriate Type-Based Intervention 42

HOUR 4
Patient and Family Education 45
Principles and Philosophy of Diabetes Education 47
Who Is Responsible for Diabetes Education? 48
General Topics in Diabetes Education 49
Supplemental Reading 50
Diabetes Education: Type 1 51
Supplemental Reading 52
Diabetes Education: Type 2 53

Supplemental Reading 56
Healthy Eating and Dietary Management

Supplemental Reading 58
Nutrition Advice for Type 1 Diabetes

HOUR 5
Nutrition Advice for Type 2 Diabetes59
Other Dietary Management Considerations 61
Supplemental Reading 62
Exercise and Physical Activity 63
Benefits of Exercise 64
Risks with Exercise 66
Supplemental Reading 67
Prescribing Exercise 68
Chapter 3: Examining the Evidence 72
Evidence-Based Practice (EBP)
What is EBP?

HOUR 6
Why Is EBP Important? 74
What Is “Best Evidence”? 75
Where Can You Find Articles? 77
Presentation of Articles 78
Eva et al., Self-care and self-management... 79
Wu et al., Cardiovasc. health benefits of exercise... 85

HOUR 7
Wu et al. (cont.) 87
Chetty et al., Exercise mgmt. for young people... 91
Chapter 4: Case Studies 99

HOUR 8
Type 1 Diabetes: Case Study #1 100
Type 2 Diabetes: Case Study #2 103
Case Study Series: Patient/Family Education 107

HOUR 9
Conclusion 115
References 116
Examination 124
Evaluation 133

631a Setting the Stage for Success in the Treatment of Children with Autism—Course Objectives 

At the completion of this course, the pediatric clinician will be able to: 

1. Define autism and identify how to recognize the signs of autism. 
2. Identify appropriate strategies and treatment in one’s discipline and cross discipline. 
3. Identify ways to encourage self-expression through PECS, AAC, signs, gestures, and/ or utterances while slowly building communication in a meaningful way in order to use these skills in a variety of settings and therapies.
4. Recall how to incorporate appropriate behavioral approaches to maximize cooperation, including sensory breaks, the use of “first then next” (non-preferred to preferred), white board (taking turns picking activities), timer, self-stimulation, and other strategies. 
5. Recall how to encourage family participation in outpatient and wraparound services using Medicaid and encourage families to utilize wraparound services to help reinforce strategies at home and in the community.
6. List the Pennsylvania Professional Development Registry 5 R’s, (relationships, responsive interactions, respect, routines, and repetition) and recall how to use them to help improve healthy brain development, using modeling and cueing when needed. 
7. Identify at least two of the comorbidities of autism, such as PICA, obsessive compulsive disorder, oppositional defiant disorder, and hyperlexia. 
8. Identify methods to support instruction in the TEACCH method in autistic support classrooms, including physical boundaries, consistent schedule, established expectations, routine, and cues. 
9. Identify and be able to facilitate Mands and Tacts during play to help generalize skills in different settings.
10. Recall how to interact with parents who express anger or ask for inappropriate goals as part of the parental grieving process.
11. Identify standardized and non-standardized assessments that are used to evaluate children’s fine and gross motor skills. 
12. List post-secondary goals, which may include job training and/or college planning. 
13. Recall how to apply the principles of intervention based on a specific case study.

631a Setting the Stage for Success in the Treatment of Children with Autism—Table of Contents 

Page #

Hour 1

Course Instructions 2

Course Description 3

About the Author

Course Objectives 4

Table of Contents 5

Introduction 6

What is Autism? 7

The Diagnosis                                                          8

Intelligence Quotient and Social Intelligence 9

Brain Development and Neuroplasticity 11                                                          

Signs of Autism                                                        12

Other Diagnoses                     14

Rehab Therapist’s Role with Children with Autism 14

PT and OT Professional’s Focus                        15                        

Strategies with Children with Autism 15

Birth to Age Three Services Early Intervention 19

Hour 2

Age Three to Five Services 24

Best Practices for School-Aged Children 29

Applied Behavior Analysis                                       37

Assessment of Basic Language and Learning Skills (ABLLS) 

and Verbal Behavior Milestones Assessment and 

Placement Program (VB MAPP) 39

Hour 3

Pivotal Response Training (PRT) 41

Developmental, Individual Differences, Relationship-Based Model (DIR) 

Floortime 41

Other Speech Therapy 43

Occupational Therapy 44

Physical Therapy                                                   48

Case Study                                                             52

Hour 4

Post-Secondary Transition Planning                       59

CHAAMP Program 61

Aspire Program 62

Conclusion 64

References 66

Exam 75

Evaluation 78

Educational Level: Intermediate

Target Audience: PT, PTA, OT, OTA, ATC

Course Completion Requirements: Passing an online exam with 70% or greater will be required to earn continuing education credit

• Diabetes in Children and Adolescents is approved for 0.9 CEUS. 9 contact hours

• Setting the Stage for Success in the Treatment of Children with Autism is approved for 0.4 CEUS. 4 contact hours

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