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Development Course

Brain Injury

Pediatric Rehabilitation

Stroke

ACRM Pediatric Cognitive Rehabilitation Training — **ONE-DAY COURSE** 2660

Thursday, October 31, 2024
7:00 AM – 3:00 PM  
Location:  ROOM: Miro REGION: Tower Mezzanine Level >>> DIRECTIONS: Exit Tower elevators on Mezzanine level. Proceed straight ahead, past the skylight. Miro is the second room to the left.
Children with brain injury are not simply “little adults” with brain injury. Their clinical presentation, and the evidence-based methods to help them, are inextricably intertwined with brain development, and the need to understand how to help the educational system support them in their development and transition to adult life. This course is designed for all brain injury rehabilitation professionals and school professionals working with children age 0-25 who have acquired brain injury. Training will include evidence-based interventions for cognitive rehabilitation needed by clinicians/educators in order to provide optimum support for children, adolescents, and young adults who have sustained either traumatic or non-traumatic brain injury. The interventions described can be readily used by occupational therapists, speech and language therapists, psychologists, and other rehabilitation and school professionals. The course includes practical guidelines on working with families and school systems. 
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Learning Objectives:

  • Explain the interaction between age at injury and developmental stages of brain development
  • Describe techniques for improving attention and the steps involved in carrying out interventions for external memory strategies in children with brain injury
  • Describe common evidence-based visual and motor interventions used in children with brain injury
  • Describe specific strategies for structuring interventions for awareness, executive functioning and behavioral/emotional self-regulation
  • Discuss a framework for interacting with schools and families to develop interventions to improve student’s ability to learn, be successful in school, and transition to adult roles
Disclosure(s):
Drew A. Nagele, PsyD, FACRM, ABPP, CBIST-AP, CESP: No financial relationships to disclose
Felicia B. Connor, Psy.D., ABPP-RP: No financial relationships to disclose
Tanya M. Brown, PhD, ABPP/CN: No financial relationships to disclose