Interactive metronome has provided a creative avenue to facilitate progress in children with .[expand title=”Read More” swaptitle=”Read Less”]moderate to severe physical and cognitive challenges who previously had very limited functional gains. It has proven to be the catalyst that many children need in order to readily initiate play and social interaction, improve coordination, self-regulate and improve communication.Using IM with this population requires modification of each of the traditional program components. This course will address methods in which to accomplish this in the areas of pre and post assessments, as well as treatments. There will be emphasis on specific treatment ideas, positioning, use of alternate switches and methods to grade progression of interaction with IM while remaining in Phase 1 of treatment. Specific case study examples will be discussed to illustrate modifications and treatment suggestions.[/expand]

This is a three part Course. Innovative Pediatric Practice with IM – Part 1 IM Assessment & Analysis:[expand title=”Read More” swaptitle=”Read Less”] The importance of an effective assessment and understanding of a clients cognitive, emotional and physical processing strengths and weaknesses cannot be understated. Drawing from his extensive experience, the presenter introduces an effective and efficient tool for the evaluation and analysis of the pediatric clients participation in the Interactive Metronome Assessment. This course will cover the interviewing process, initial problem solving and new ancillary assessment tool he created that is sensitive to cognitive, speech, neurological and physical performance. Each aspect of the assessment will be discussed and practiced by the audience and will be assisted by video’s to illustrate each of the performance areas. Innovative Pediatric Practice with IM – Part 2 Developing the IM Treatment Plan: The analysis of the client’s performance during the IM long or short form and how it relates to Speech, OT, PT and Education frame of reference and practice is critical. Once attendees have mastered the scoring of the newly introduced Pediatric Interactive Metronome Observation Tool, they will learn how to analyze this data and develop a treatment plan. Understanding how processing strengths and weakness relate to function will assist the IM provider in maximizing the clients learning experience. Attendees will learn how to analyze the IM raw scores and observation tool and develop a treatment plan that addresses their clients cognitive, emotional, sensory and physical challenges and uses their measured strengths to facilitate their progression through the treatment plan. Innovative Pediatric Practice with IM – Part 3 Implementation Strategies to Maximize Your Client’s Progress: It’s not enough to just have a good understanding of a clients cognitive, emotional, sensory or physical processing. The ability to match the clients strengths and weaknesses with advanced best practice techniques will enhance the quality and effectiveness of your treatment plan. This course will demonstrate with video’s and descriptions the techniques that address challenges and strengths identified in the analysis of IM scores and the Pediatric Interactive Metronome Observation Tool. Taking these tools and implementing them into the phases of IM training define IM best practice and the value of this approach for the pediatric client.[/expand]

This course is an in-depth look at how the IM can be adapted for use with a group. You will learn what to consider when setting up a group, including equipment, and how to make adjustments using critical thinking. The course outlines a therapist instructing a group of three pediatric clients through eight weeks of an Interactive Metronome Group.[expand title=”Read More” swaptitle=”Read Less”] The strategies used can be applied to groups of any age or population. How to make the best use of group dynamics will also be discussed in respect to keeping individuals motivated as well as how they can work together.[/expand]

The purpose of this course is to outline strategies for implementing an IM group therapy program. This webinar will describe one successful pediatric group therapy program and discuss various ways to adapt this concept for other clinics and populations.[expand title=”Read More” swaptitle=”Read Less”] This presentation will focus on identifying key components to successful group programming, including identifying appropriate patients, writing programming objectives, and selecting appropriate treatment activity ideas.[/expand]

In order for the human brain to function as a whole, both left and right cerebral hemispheres continuously communicate via electrical impulses. Recent research shows that when the two sides of the brain do not mature at the same rate, imbalance and impaired communication between the hemispheres occurs. Hemispheric imbalance contributes to a myriad of behavioral, social, and learning disorders.[expand title=”Read More” swaptitle=”Read Less”] Advanced diagnostic images show a pattern of hemispheric imbalance among the brains of children and adults with diagnoses of ADHD, Dyslexia, and Autism Spectrum Disorder. This course introduces the certified IM provider to the concept of hemispheric imbalances in children and adults and how to address these imbalances using the Interactive Metronome.[/expand]

Have you considered that some of your clients may have greater potential than what they are achieving? This course is designed to address the effectiveness of Interactive Metronome (IM) with the higher functioning client. The presentation will review the basics of neurological potential when training and treating clients that have advanced capabilities, are on the higher spectrum of function with [expand title=”Read More” swaptitle=”Read Less”]regard to developmental delays and diagnoses, or are seeking a performance edge related to sports and athletics.This one hour course will cover three main areas: 1) Who is a candidate for an intensive training; 2) Why you should consider training in an intensive fashion; and 3) How to set up your IM training protocol so that it is tailored to meet the individual needs of the high performing client. Course material will be in power-point style with easy to reference lists and learning tools. Photographic and video examples will be presented to illustrate salient points and to reinforce learning.[/expand]

The purpose of an exercise is to make progress: generally, to increase strength, accuracy, or range of motion. On the other hand, the purpose of an activity is to explore options: generally, to increase ease, adaptability, and expertise. An important difference between the two is the following:[expand title=”Read More” swaptitle=”Read Less”] With exercises, proper execution and perseverance are generally of paramount importance: it is important to ensure clients do them right and keep doing them. With activities, simplicity and ease are generally of paramount importance: it is important to remain gentle and encourage clients to use as little effort as possible. This course will explore three basic questions that are important to consider as part of any Interactive Metronome program to ensure success: 1) What are some common difficulties client’s encounter with IM activities? 2) What activities can be assigned for homework to help these clients through those difficulties?, and 3)How can you introduce these activities to your clients within the context of IM sessions?[/expand]

Therapists and educators now have at their finger tips a wealth of technological advances that are providing both positive outcomes and valuable insights. One of these tools is the Interactive Metronome Program, which is rapidly becoming established in its contributions to assessing and treating time perception or an individual’s ‘internal clock’ [expand title=”Read More” swaptitle=”Read Less”]critical for speech and language, cognitive abilities like focus, memory, reading, and learning, and motor coordination. Alongside IM, additional tools have been adopted to develop auditory frequency reception and expression. Arguably, the most fundamental feature to which the auditory system is attuned is frequency. Several researchers have developed the idea that frequency is the auditory analogue of space in vision, in part because of the way in which sensory transduction occurs; whereas the retina and primary visual cortex are organized spatiotopically, the cochlea and primary auditory cortex are organized tonotopically. Frequency, along with time, are the two “indispensable attributes” of audition, whereas space and time are the two indispensable attributes of vision. (Kubovy and Van Valkenburg, 2001). In the presentation, providers will further analyze the components of each frequency reception with time perception, their neurological constructs and influence upon development, recovery and performance. Participants will be able to identify key components of each construct and apply such principles to overall treatment planning. We are now armed with more information about these new technologies and how they alone fit into the treatment picture, but do you ever wonder how best to combine these interventions. Following this presentation, you will be better equipped to formulate sound clinical rationales for the use of these technologies in combination to promote maximum brain potential. Come to this presentation with specific cases in mind and share in this cross-disciplinary multi-media discussion.[/expand]