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Quick
Reference Sheet for Download |
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Having problems remembering when a
patient should be moved to the next phase of treatment or need a
little help deciding what to do when a patient is having a
performance problem?
That's what we're here for. Our Clinical Education department has
developed a quick reference sheet to help you.
Click here to download it.
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IM Certification Course Schedule-
Earn .8 CEUs |
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Join us for a one-day workshop leading to full
Interactive Metronome (IM) Certification. |
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Date |
Location |
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7/28 |
Portland,
OR |
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7/28 |
St. Louis, MO |
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8/4 |
San
Antonio, TX |
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8/4 |
Detroit,
MI |
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8/11 |
Long
Angeles, CA |
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8/11 |
Columbus,
OH |
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8/18 |
Little
Rock, AR |
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8/18 |
Jacksonville, FL |
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8/18 |
Norfolk,
VA |
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8/25 |
Lexington, KY |
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8/25 |
Charlotte, NC |
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9/8 |
Pittsburgh, PA |
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9/9 |
Orlando,
FL |
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9/15 |
Seattle,
WA |
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9/15 |
Metairie,
LA |
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9/22 |
Las
Vegas, NV |
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9/22 |
Wilmington, DE |
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9/28 |
Chicago, IL
Certification Course at the IM
Professional Conference 2007 |
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10/6 |
Ft.
Lauderdale, FL |
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10/13 |
Denver,
CO |
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10/13 |
San
Diego, CA |
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10/20 |
Biloxi,
MS |
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10/20 |
Indianapolis, IN |
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10/20 |
Dallas,
TX |
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10/27 |
Memphis,
TN |
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10/27 |
Phoenix,
AZ |
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11/3 |
Newark,
NJ |
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11/3 |
Austin,
TX |
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11/10 |
Minneapolis, MN |
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11/10 |
San
Francisco, CA |
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11/17 |
Birmingham, AL |
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12/1 |
Atlanta,
GA |
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12/1 |
Portland,
OR |
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12/8 |
Wichita,
KS |
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12/8 |
Houston,
TX |
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12/15 |
Boston,
MA |
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12/15 |
Long
Beach, CA |
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The cost of the course is $200 (individual) or $180 (group of 2 or more)
*Don't see a course
in your area?
Click here to e-mail a Private Course
request (Please include 3 course dates you are
interested in.
*Note:
Courses must be scheduled at least 45 days in
advance) or call 877-994-6776 x230 (US Only) or
954-385-4660 x230
Click here to register today!
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Clinical Corner
Get answers to your
clinical questions here. Also be sure to visit the
provider login section of the website and use the FAQ/Best Practices tool.
This exciting new feature lets you search for answers to IM questions by
Diagnosis, Deficit, or both.
You can also
e-mail
us your clinical questions
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QUESTION:
What functional
assessments would you recommend for a patient with balance problems?
ANSWER: Pre
and post assessments for balance (static and
dynamic) include:
The Berg Balance Scale
Assessment scale of ability to maintain balance,
either statically or while performing various
functional movements, to help make decisions about
the patients mobility and level of care needed.
Comprises 14 observable tasks common to everyday
life measured on a 5 point ordinal scale. Maximum
score 56, a higher score reflects better balance;
score of 45 required for independent safe
ambulation.
Dynamic Gait Index
Developed to assess the likelihood of falling in
older adults. This scale was designed to test eight
facets of gait. A four-point ordinal scale, ranging
from 0-3. “0” indicates the lowest level of function
and “3” the highest level of function. Total Score =
24 < 19/24 = predictive of falls in the elderly, >
22/24 = safe ambulators
Both are very functional measures.
Click here for Additional assessment tools for
balance and gait.
Another consideration....if your patient experiences
vertigo with his balance issue...would be to
determine if he exhibits Benign Peripheral
Positional Vertigo- BPPV. A physical therapist who
specializes in Vestibular Rehab would be the one to
do this kind of assessment. BPPV can result from
falls or blows to the head/concussions experienced
in athletic activities and can be long-lasting
unless the person receives proper treatment. It can
be aggravated by movement of the head or visual
stimuli. It is relatively quickly and easily treated
by a trained PT with manipulation of crystals in the
semi-circular canals via head/body maneuvers. IM
will not be effective if BPPV is the problem.
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| Support Message |
Please note that
Interactive Metronome, Inc no longer supports the authorization of
hours for version
v4.16 through v4.8.
Technical support for this product ceased December 2003. If you need to upgrade your
equipment please contact us at 877-997-6776.
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IM Contact Information: |
| If at any time you
need clinical, technical or marketing support, please contact us. We
look forward to helping you making IM succeed in your practice. |
 |
877-994-6776 (US
only)
954-385-4660
Fax: 954-385-4674
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| Clinical Support:
opt. 5 |
| Technical Support:
opt. 4 |
| Marketing Support:
opt. 6 |
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The IM Professional
Conference Early Bird Registration Deadline is just 2 weeks away!
Save & Register Today!
Deadline for
Discount July 31, 2007
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Date: |
September 28-30 |
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Place:
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Chicago, IL- Embassy Suites Hotel-O'Hare-Rosemont
click link
above book your sleep rooms ($129/king-$139/2 doubles) |
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Cost: |
$349 per person on or before
July 31, 2007
$399 per person after July 31, 2007 |
Group Rates:
(2 or more) |
$329 per person on or before
July 31, 2007
$349
per person after July 31, 2007 |
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AOTA & ASHA CEUs:
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11 |
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The
2007 Conference Schedule |
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Fri
9/28 |
5:30 p.m. |
7:30
p.m. |
Registration check-in cocktail mixer & hors
d'oeuvres |
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Sat
9/29 |
7:00 a.m. |
8:00
a.m. |
Continental Breakfast |
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8:00 a.m. |
8:15
a.m. |
Late Registrations |
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8:15 a.m. |
9:00
a.m. |
Introduction to IM & Patient Testimonial-
Matthew Wukasch, CEO &
Kelly Buggle, TBI Patient |
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9:00 a.m. |
10:30
a.m. |
The
Brain Clock: An Overview of Contemporary
Research & Theory
Regarding the
Neuroscience of Brain-based Interval
Timing & Its Relevance to Learning &
Rehabilitation- Dr. Kevin McGrew |
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10:30 a.m. |
10:45
a.m. |
Break
Poster Session
Feature: New Provider Tips on Starting
IM- Jennifer Gustafson, OT & Dalita
Meyer, OT |
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10:45 a.m. |
11:45 a.m. |
General Session |
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Research:
Effect of Interactive Metronome on
Auditory Processing- Dr. Joel Etra,
SLP.D, CCC-SLP |
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11:45 a.m. |
1:00
p.m. |
Lunch |
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1:00
p.m. |
2:00 p.m. |
Room
A |
Room
B |
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The Use
of IM in Infancy- Lucy Barlow, SLP |
Strategies to Preserve Function and
Independence: IM and Parkinson’s
Disease- Karen Farron, OT |
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2:00
p.m. |
3:00 p.m. |
Room
A |
Room
B |
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Integrating IM in our
Treatment of Autism, Apraxia,
ADHD, CAPD, and Reading
Disorders: Digging Deeper-
Janey Tolliver, SLP |
Making It Work: Module 1-
Improving Visual Attention &
Processing with Visual-Only
IM- Amy Vega, SLP |
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3:00 p.m. |
3:15
p.m. |
Snack Break
Feature: IM-HOME- Al Guerra,
Brad Cohen |
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3:15
p.m. |
4:15 p.m. |
Room
A |
Room
B |
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Accelerating Outcomes
with Time Constraints:
Evidence-based Pediatric
Practices– John
McDonough, OT |
Making It Work: Module
2-
Improving Visual
Attention, Processing, &
Executive Functions With
IM - Supplementary
Tasks- Amy Vega, SLP |
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4:15 p.m. |
4:30
p.m. |
Break
Poster Session Feature:
Minutes Before Tasks &
Tasks Before Minutes–
Roxanna Fernandez-Violanta,
MD |
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4:30 p.m. |
5:30
p.m. |
General Session |
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A Pilot Study- The Use
of IM in Public Schools–
Deb Law, OT, Patricia
Snowden, SLP, & Amy
Mason, SLP |
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5:30 p.m. |
6:30
P.M. |
Cocktail Hour |
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6:30 p.m. |
8:00
p.m. |
Dinner |
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Sun
9/30 |
7:00 a.m. |
8:00
a.m. |
Continental Breakfast |
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8:00 a.m. |
9:00
a.m. |
General Session |
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IM Protocols for Older
Adults: Changing the
Outcomes of Finger
Dexterity- Dr. Leonard
Trujillo |
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9:00
a.m. |
10:00 a.m. |
Room
A |
Room
B |
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Advanced IM Best
Practices for the
Aphasic/Apraxic
Population– Dara
Coburn, SLP |
Making It Work:
Module 3-
Advanced IM
Practices for
Correcting
Dissociative
Responses &
Improving Upper
Extremity
Coordination- Linda
Rubin, OT |
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10:00 a.m. |
10:15
a.m. |
Snack Break
Poster Session
Feature: Using IM
with CAPD & ADHD–
Leigh Messner, OT |
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10:15 a.m. |
11:15 a.m. |
Room
A |
Room
B |
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Use of IM to
Improve Switch
Activation and
Ambulation in a
Young Near
Drowning Victim-
LorRaine Jones
SLP |
Making It Work:
Module 4-
Advanced IM
Practices for
Lower Extremity
Coordination &
Balance- Linda
Rubin, OT |
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11:15 a.m. |
12:30p.m. |
General Session |
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Panel Discussion
featuring all
Presenters and
Final Thoughts on IM |
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REGISTER TODAY!
*You do
not have to be an IM Provider to attend
Click here to sign-up to become certified on 9/28 in
Chicago
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We are please to announce
Dr. McGrew will be headlining the IM Professional
Conference 2007
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Keynote Speaker at
the IM Professional Conference 2007 |
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Dr. Kevin McGrew is the
Director of the Institute on Applied Psychometrics (IAP;
www.IAPsych.com) and is currently a Visiting
Professor in the Department of Educational Psychology at
the University of Minnesota. McGrew has 10 years of
experience both as a practicing school psychologist and
Professor of Applied Psychology at St. Cloud State
University, St. Cloud, Minnesota. McGrew has extensive
experience in both clinical (1-1) and large-scale
assessment and data management and analysis. Dr. McGrew
has published over 60 different journal articles, books
or book chapters in the areas of applied psychometrics,
educational and psychological measurement, intelligence,
psychoeducational assessment, personal competence,
community adjustment of individuals with disabilities,
and the use of educational indicators for policy
research in special education.
McGrew’s experience have
included the: (a) directing and completing the
calculation of the norms and statistical/psychometric
analysis for two editions of the nationally standardized
Woodcock-Johnson Battery (WJ-R & WJ-III), (b) conducting
research studies with the nationally representative
Scales of Independent Behavior (SIB) and Inventory of
Client and Agency Planning (ICAP) norm samples, (c)
completion of all norm and psychometric analysis for the
Minnesota Braille Skills Inventory (MBSI) and the
Braille Assessment Inventory (BAI), and (d) directing
the National Center on Educational Outcomes (NCEO)
initial efforts to conduct secondary analysis of
national databases to produce outcome reports on
students with disabilities.
McGrew has also provided significant consultation,
and/or served as an advisory board member, to: (a) test
publishers (Riverside Publishing; Psychological
Corporation), (b) university research centers (Stanford
Research Institute regarding SEELS and NLTS-2;
University of Minnesota National Center on Educational
Outcomes and Institute on Community Integration;
University of Arizona National Research Consortium on
Testing and Persons with Disabilities in Higher
Education), state departments of education (e.g.,
Maryland, Florida, Minnesota) and private foundations or
research organizations (the Woodcock-Munoz Foundation;
AIR National Center on Student Progress Monitoring)
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Bloggin |
Dr. Kevin
McGrew, Keynote speaker for the IM Professional
Conference 2007, is a regular blogger on
the
impact of timing in the brain on cognition, movement and
behavior. He posts most current research daily on his
website called "Tick
Tock Talk: The IQ brain clock".
At the
conference Dr. McGrew will be talking about this
research and how IM fits into the picture. His
presentation is entitled "The
Brain Clock: An Overview of Contemporary Research &
Theory
Regarding the
Neuroscience of Brain-based Interval Timing & Its
Relevance to Learning & Rehabilitation".
Below are
couple of the many blogs you can find on his
website.
 Working
memory and mental timing
I've
previously attempted to summarize the gist of
the conclusions of Dr. Penny Lewis (see "Mental
timing scholars" section of the IQ Brain Clock)
on the important association between
mental/interval time-keeping and working
memory. In addition, I recently
posted a series of PowerPoint slides (see "On-line
PPT slides" section of the IQ Brain Clock)
where, if you take time to view the entire show, you
will see that I've hypothesized that working memory
(and other related neuropsychological constructs of
executive function; controlled executive
attention) most likely plays a prominent role in
performance on SMT (synchronized metronome
tapping) performance tasks, and, may be a causative
factor in explaining the benefits of SMT-based
training (e.g.,
Interactive Metronome).
Below are a few snipets from Dr. Lewis important
paper ("Remembering the time: A continuous clock
- a viewable copy is under the "Key research
articles" section of this blog) that links
working memory and the brain's master internal
clock.
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Behavioural
evidence that working memory and time
measurement draw upon the same cognitive
resources stems from dual-task studies
showing interference between these two types
of processing. Both visuospatial and
phonological working memory tasks disrupt
timing, and the extent of such disruption
has been shown to correlate with the extent
of working memory load (e.g. number of items
to be remembered, number of syllables to be
rehearsed or degrees of mental rotation).
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Turning to
pharmacology, manipulations targeting working
memory can also disrupt cognitive timing.
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Additional
evidence linking time perception to working
memory stems from the observation that both are
modulated by dopamine, a neurotransmitter which
regulates activity throughout much of the brain,
including the prefrontal cortex. The influence
of prefrontal dopaminergic projections upon
working memory is well documented
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Because the basal
ganglia are heavily innervated by dopamine, and
because their function is severely disrupted in
Parkinson’s disease, the influence of dopamine
on subjective time measurement has typically
been interpreted as support for the central role
of these structures in timing.
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Overall, the data
on dopamine suggest a selective influence of
prefrontal dopamine on more cognitive timing
tasks, thus implying that this form of timing
might be mediated via the same
dopamine-sensitive processors as working memory.
 Auditory
timing/processing malleability
It is
no secret that I love skimming the brief
contemporary research synthesis articles published in
Current Directions in Psychological Science.
Today I ran across an
interesting review
(Kraus and Banai, 2007) touching on the
malleability/training of auditory processing (Ga)
abilities, and, of particular interest to this
blog, research touching on auditory timing (mediated
by the brainstem) was covered. The article
reinforces
my belief that brain-based
auditory temporal processing timing training
interventions may hold promise in education.
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