#29: Pediatric OT Evidence Review with Michelle DeJesus (CE Course)

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Full Course Details: Public course page
Learn more about our guest: Michelle DeJesus, MS OTR/L

Read the article and discussion upon which this podcast is based.

Course Description

Released April 4, 2022 from Aurora, NE

In this 1 hour course, we will be diving into an incredibly helpful journal article that summarizes the evidence behind pediatric OT interventions.

The authors take 52 pediatric OT interventions for children with disabilities and rate the evidence behind them.

They organize the evidence into a traffic light infographic—where green means “the evidence supports this intervention.”

This alone makes the evidence ratings super easy to scan and more accessible for therapists (and families and policy makers)! Then, they even go so far as to draw out common principles between green light interventions.

To discuss how this research applies to your occupational therapy practice, we are excited to welcome to the podcast, Michelle DeJesus, MS OTR/L. Michelle is a pediatric occupational therapist working specifically in pediatric outpatient rehabilitation and early intervention. Her and I will talk through what it looks like for busy therapists on the ground to leverage this evidence to improve their care.

Primary Journal Article Explored

When you log in, be sure to check out the OT Potential Club’s written breakdown of the following research article. Then, share your questions and thoughts with fellow practitioners.

Novak, I., &; Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A systematic review . Australian Occupational Therapy Journal, 66(3), 258–273.

Supporting Research and Journal Articles

Novak, I., Morgan, C., Fahey, M., Finch-Edmondson, M., Galea, C., Hines, A., Langdon, K., Namara, M. M., Paton, M. C. B., Popat, H., Shore, B., Khamis, A., Stanton, E., Finemore, O. P., Tricks, A., te Velde, A., Dark, L., Morton, N., &; Badawi, N. (2020). State of the evidence traffic lights 2019: Systematic review of interventions for preventing and treating children with cerebral palsy . Current Neurology and Neuroscience Reports, 20(2).

Clark, G. F., &; Kingsley, K. L. (2020). Occupational therapy practice guidelines for early childhood: Birth–5 years . The American Journal of Occupational Therapy, 74(3).

Mentioned Resources

Learning Objectives

  • You will be able to describe 2 trends among interventions with a strong evidence base.
  • You will be able to identify the 4 common components of activity-based green light interventions.

Agenda

Intro (5 minutes)

Breakdown and analysis of journal article (5 minutes)

  • Quick intro to pediatric OT trends
  • The problem with research…
  • What was the aim (and purpose!) of this research?
  • What were the authors’ methods?
  • What were the results?
  • What intervertentions did they find—and how did they rate them?
  • What was the discussion and clinical implications?
  • Conclusions and Future Research
  • Takeaways for OT Practitioners

Discussion on practical implications for OTs (with guest Michelle DeJesus) (50 minutes)

  • Can you tell us about how you found OT?
  • Can you tell us about your current OT work?
  • What were your initial impressions of this article?
  • How do you currently partner with families and is there anything you would do differently after reading this article?
  • The evidence behind activity-based/top-down approaches is robust—does this align with what you see in your own practice?
  • The authors identified 4 key ingredients that activity-based/top-down interventions have in common. Did those resonate with your work?
  • Do you think studies like this are widely shared among OTs? How can we make them more so?
  • What do you think are some barriers to implementing research like this?
  • What needs to change so we can provide evidence informed interventions like we talked about today?

Contact Hours

1 hour (0.1 AOTA CEUs)

Target Audience/Educational Level

Our target audience is occupational therapy practitioners who are looking to learn about Pediatric OT Evidence Review. The educational level is introductory.

Instructional Methods/Registration/Special Needs Requests/Cancellation Policy

This course is an independent/self-study course delivered via podcast on iTunes, Spotify and Google Play. Explore your listening options on the OT Potential Podcast page.

If you need accommodations to take this course, please contact us and we will address your needs on an individual basis.

If this course were to be canceled, please see our cancellation policy on our terms page.

Course Completion Requirements

In order to receive a certificate for this course, you must first listen to the podcast in its entirety. Then, you will need to take the test (found at the top of this page) and earn 75% or higher. If you pass, a certificate will be automatically generated and sent to your email.

Financial and Non-financial Disclosures

It is the policy of OT Potential to disclose any financial and non-financial interest the provider or instructor may have in a product or service mentioned during an activity. This is to ensure that the audience is made aware of any bias of the speaker.

We here at OT Potential have no financial stake in this topic. Our guest, Michelle DeJesus, naturally has a financial interest in her practice, Neuplay Therapy, but will not be promoting this on the episode.

Speakers

Michelle DeJesus, MS OTR/L:


Michelle DeJesus, MS OTR/L (she/her/hers) is a pediatric occupational therapist in Miami, FL. Her experience spans across various pediatric settings including a hospital-based pediatric rehabilitation center, prescribed pediatric extended care centers (PPEC), private practice, and home health. She most recently launched her own home-based private practice called Neuplay Therapy where she is able to serve children in their natural environment or via telemedicine with an emphasis on providing family-centered care that is rooted in evidenced and brain-based approaches.

Michelle has pursued several trainings and certifications in her years of practice pertaining to pediatric brain development, neuroplasticity techniques, iLS focus system, constraint-induced movement therapy, family-centered care, and reflex integration. Aside from her clinical role as an OT, Michelle is passionate about promoting justice, equity, diversity, and inclusion (JEDI) initiatives through her role as a national board member of the Coalition of Occupational Therapy Advocates for Diversity (COTAD). Through COTAD, she has presented to several universities across the nation on various topics including working with Latine/x youth and families and promoting family-centered care in pediatric settings.

As a Latina OT, Michelle strongly believes in the power of mentorship, representation and entrepreneurship to pave paths for emerging leaders of diverse backgrounds. She utilizes social media and her blog Michelledot.com to mentor underrepresented students and promote action towards a more equitable and inclusive profession and practice.

Sarah Lyon, OTR/L:

Sarah Lyon, OTR/L headshot

Sarah’s passion is helping fellow OT practitioners translate evidence into daily practice. Sarah earned her BA in religion from St. Olaf College, then earned her master’s degree in occupational therapy from New York University in 2011. Since then, she’s worked in numerous facilities, including a critical access hospital, an acute trauma hospital, and a state inpatient psychiatric hospital.

In 2011, Sarah launched OT Potential because she realized we needed a reliable source of quality occupational therapy-related content and resources. She has also had the opportunity to create content for brands like WebPT, MedBridge, Saebo, and NeuroLutions.

She launched the OT Potential Club in 2019 to marry her love of simplifying complex topics with her desire to help therapists access the most important OT-related research released each year.

Sarah is a prairie girl at heart, which is why she returned to her hometown to raise her children in Aurora, Nebraska (home of the strobe light).

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Please share any other feedback below! Including, ideas for future programming, and most importantly, how you feel this podcast will impact your practice!

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Thank you so much for all your effort’s and help. Very interesting.

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I gravitated to the concept of involving the parents in the treatment sessions for positive outcomes. Often I have encountered family members or group home staff that view skill training as the responsibility of the therapist instead of incorporating the procedure or strategies into the daily routine at home. I have also witnessed client’s who have met their goals successfully, but return to OT services because the carry over was not present in their daily routine. I think moving forward we/I need to talk more about and encourage this partnership.

On a side note - in the Rapid Fire Questions… Michelle mentioned teaching Spanish to her clients. I once worked with a child who taught me a new Spanish word every time we had a session. He chose the word, most often it was related to something we were working on in our sessions and other words not related to therapy. The following sessions I would revisit the previously learned words, he loved teaching me and in turn he worked hard during the sessions.

Thank you for sharing with us. I plan on looking further into the books that were recommended.

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Yes! I totally agree with your observations on parent partnership! And, I love how your story with your learning exchange with your client! I think when we bring our whole selves to work (including our curiosity to learn new things!) amazing things happen!!

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Love this evidence review!

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Helpful article and discussion!! Thank you Sara and Michelle! Among multiple lessons you have helped bring to light for me, this has helped me to reflect on what kind of information I share with parents of the kiddos to promote carryover beyond the session at the clinic.

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9

This was a great discussion. I just got Ten Fingers Ten Toes and look forward to reading it!

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Does anyone had had a conversation with current NDT certified therapists about NDT as an intervention under the “red light” category? My understanding is that contemporary NDT has adapted the ICF model into their framework. My colleague has recently been certified and I showed ths study to her and she was dubios about it. She said she will reach out to the OT NDT certified that was one of the lecturers for a comment. I was wondering if anyone else had that conversation with other NDT certified therapists.

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This was my frist podcast from this website and I must say I was riveted! Both speakers were articulate and easy to understand that I didn’t need to go back to the transcript. Content-wise, it’s very relevant to what we are trying to move towards to in our clinic. The links to the mentioned resources are such tremendous help. Thank you and looking forward to hearing more insightful discussions!!! You guys are now part of my driving routine to and from work :).

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Thank you for sharing this content in the Club. I appreciate the evidence alert classification but also the idea of treating this as a starting point or guideline, focusing on the principles of the intervention when applying the interventions to actual practice.

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