CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES MODULE 6: INTERPRETING DATA

CERTIFICATION & COACHING: IM PEDIATRIC BEST PRACTICES

MODULE 6: INTERPRETING DATA

By Mary Jones, OTR/L, DipCOT Sensational Kids, LLC

Brain Focus International, Inc.

Outcome Goals for Module 6

• Homework assignment and post-test review from Module 5.

• Interpreting IM data specific to pediatric populations

• Review of Module 6• Assignment/Homework

Review of Post-Test from Module 51. Children may elicit a negative

emotional response from a practitioner during IM training by expressing which of the following?

a)Demand more attention than others

b)Oppositionc) Motivationd)a and b

• Answer: D

2. True or False: The very children we find the most difficult to build relationships with are the ones who do not need positive relationships with adults the most.

• Answer: False

Review of Post-Test from Module 5

3. When working with children who present with challenging behaviors the following are common reactions:

a) Feeling frustrated b) Feeling discouragedc) Questioning of

professional skillsd) All of the above

• Answer: D

Review of Post-Test from Module 5

4. What can be done during IM sessions to help build positive relationships with IM students?

a) Allow students to help you during sessions

b) Provide task directed opportunities

c) a and bd) None of the above

• Answer: C

Review of Post-Test from Module 5

5. True or False: It is important to make sure students know how important they are to the IM process.

• Answer: True

Review of Post-Test from Module 5

The Key to IM Success:

• Modify for Engagement!• Be Spontaneous for

Novelty!• Increase repetition for Synaptic growth!

Techniques for Success

• Positioning alternatives• Physical Environment• Sensory Environment• Motivation Strategies• Tempo/Timing variance• Feedback Strategies• Interpreting Data• Pacing of activities and themes• Duration of tasks and sessions• Building Relationships – allowing

control• Switch choices and Access

Interpreting data with pediatric populations.

• Review of norms reference list

• Review of how to locate data lists, results view

• Review of how to print, copy, save as pdf for records

• How to locate and use clinical data sheets.

Interactive Metronome® (IM) Assessment Results

 • The Interactive Metronome® (IM) is a

brain-based rehabilitation assessment and training program developed to directly improve the processing abilities that affect attention, motor planning, and sequencing. This, in turn, strengthens motor skills, including mobility, gross motor function, and many fundamental cognitive capacities such as planning, organizing and language.

The normative ranges for IM performance are as follows:

Age 6 - 7 to 8 9 to 10 11 to 12 13 to 15 16+

Extreme Deficiency

280+ 270+ 260+ 240+ 215+ 200+

Severe Deficiency

175-279 170-269 160-259 155-239 150-214 147-199

Below Average 120-174 90-169 80-159 75-154 72-149 70-146

Average 90-119 65-89 55-79 45-74 43-71 41-69

Above Average 56-89 45-64 38-54 36-44 33-42 30-40

Exceptional 40-55 32-44 28-37 26-35 23-32 22-29

Superior Below 40 Below 32 Below 28 Below 26 Below 23 Below 22

LOCATING RESULTS VIEW – SHORT FORM TEST

INTERPRETING SHORT FORM TEST GRAPH

SHORT FORM TEST OVER DURATION

INTERPRETING SRO% GRAPH FOR SFT

LOCATING LONG FORM ASSESSMENT REPORT DATA

Feeling the Beat

Decreasing the Praxic Load

To enable new motor planning

Data List View

www.take-a-screenshot.org

Embellishing a PDF File (8.3)

Review of Module 6 Learning Outcomes

• Review of norms reference list• Review of how to locate data lists, results

view• Review of how to print, copy, save as pdf

for records• How to locate and use clinical

data sheets.• Case example: interpreting

data to best plan IMtraining for a child.

Module 6 Homework1. Complete Post-Test2. Complete LFA with a child and review data