Contact Hours: 10
Target Audience: Occupational Therapists, Occupational Therapist Assistants, Physical Therapists and Physical Therapist Assistants.
Instructional Level: Intermediate
Course Type: Text
The course materials for this text are available in our online format available instantly or by mail.
Our mail order format allows you to obtain a hardcopy of the course materials. When you choose the mail format we will rush your course materials the next business day via USPS Priority, UPS Ground or UPS 2nd Day Air.
This continuing education course utilizes text from a hard back textbook by Glen Gillen, EdD, OTR/L, BCN, FAOTA “Stroke Rehabilitation: A Function-Based Approach” 3rd edition ©2011. This detailed text combines aspects of background medical information, a comprehensive review of standardized and nonstandardized evaluation procedures and assessments, treatment techniques and evidence based interventions.
- Chapter 16: Managing Visual and Visuospatial Impairments to Optimize Function
- Chapter 17: How Therapists Think: Exploring Therapists’ Reasoning When Working with Patients Who Have Cognitive and Perceptual Problems Following Stroke
- Chapter 18: Impact of Neurobehavioral Deficits on Activities of Daily Living
- Chapter 19: Treatment of Cognitive-Perceptual Deficits: A Function-Based Approach
This continuing education course is intended to instruct the professional through a self-paced study on the principles of stroke rehabilitation.
At the end of this course, the professional will be able to:
- Define Pursuits.
- Recognize that ocular alignment should be evaluated in those living with diplopia.
- Identify the visual skill of functional scanning and its visual function.
- Recognize the visual screening process used to test ocular mobility.
- Define Hemianopsia.
- Define stereopsis.
- Recognize characteristics of the MVPT including cautious use of interpreting results.
- Define clinical reasoning.
- Recognize and differentiate between the 4 stage-model of problem solving developed by Elstein, Shulman and Sprafka.
- Differentiate between interactive, narrative, conditional, and pragmatic reasoning.
- Recognize the 5 stages and characteristics in the development of expertise.
- Identify 6 strategies for novice and student therapists to try to assist in honing better clinical reasoning skills.
- Identify primary areas and association areas that serve as functional localization for neurologic processing of client body factors.
- Define Worldview.
- Recognize the anatomic area of the primary visual sensory area in the occipital lobes.
- Recognize the 5 neurologic body functions associated with the tertiary association area of the temporal lobes.
- Identify the operational definition of anomia.
- Identify the cortical location for the impairment of echolalia.
- Identify the conceptual definition of Wernicke’s aphasia.
- Recognize examples of premotor perserveration during dressing.
- Recognize examples of spatial relations impairment during dressing.
- Identify examples of ideational apraxia in functional mobility.
- Recognize three levels of functional complexity in the cortex based on Luria’s theories.
- Define communication and its characteristics.
- List 12 possible impairments of dysfunction of the middle cerebral artery: upper trunk.
- List 4 possible impairments of dysfunction of the posterior cerebral artery.
- Recognize the location of the basilar artery distal.
- Recognize two assessment methods when working with patients with neurological conditions.
- Recognize 7 traditional classifications of interventions for remediation.
- Recognize scoring criteria for the Functional Independence Scale and Neurobehavioral Specific Impairment Subscale.
- Recognize Toglia’s 4 criteria for transfer.
- Differentiate between comparisons of 5 functional and remedial approaches.
- Recognize 9 examples of task surface characteristics.
- Define apraxia.
- Define visual (object) agnosia.
- Define Perseveration.
- Recognize 4 tips for family members when dealing with sequencing deficits.
The participant will have 1 year from date of purchase or until the course expiration date to complete this course, whichever comes first.
View course expiration dates
About Glen Gillen, EdD, OTR, FAOTA
- Ed.D. in Health Education from Columbia University/Teachers College
- M.P.A. in Health Management from New York University
- B.S. in Occupational Therapy from New York University
- Roster of Fellows: American Occupational Therapy Association
- Award of Clinical Excellence in Rehabilitation: American Occupational Therapy Foundation/Healthsouth.
- Recognition of Achievement Award for "Author/Educator Who Has Advanced Neurorehabilitation Practice" American OccupationalTherapy Association.
Most Recent Published Texts:
- Gillen, G. Cognitive and Perceptual Rehabilitation: A Function-Based Approach. Elsevier/Mosby, St. Louis, (in preparation)
- Gillen, G. Cerebral vascular accident. In Schultz-Krohn, W. & Pendleton, H. (eds.) Occupational Therapy: Practice Skills for Physical
- Dysfunction, 6th ed., Elsevier Science/Mosby, St. Louis (in press)
- Gillen, G. Commentary on Exploring social and leisure participation among stroke survivors part two. International Journal of Therapy and Rehabilitation, 13:5 (2006)