NDTA Certificate courses are postgraduate continuing education courses offered to Physical Therapists, Occupational Therapists, and Speech-Language Pathologists who work with adults or children with movement disorders associated with neuromuscular impairments.

The Certificate Course core curriculum includes didactic information, hands-on lab work in which participants practice problem-solving and application of intervention strategies, treatment demonstrations by instructors, and mentored clinical practice in which participants work with a variety of clients.

Instruction in the NDT philosophy as an interdisciplinary team approach assures that all therapists learn to address each client using a holistic approach. All therapists, regardless of discipline, cover the same course material. Throughout the course, they assess and treat clients with neuromuscular disorders to gain a thorough understanding of each individual’s underlying posture and movement impairments and the resultant functional consequences. This provides them with the opportunity to understand the “whole” client in order to develop basic handling skills.

Participants must meet attendance requirements, successfully achieve course objectives, perform effective assessments, develop appropriate intervention strategies, plan, and implement effective treatment plans, and successfully pass the standardized final exam and competencies. Once accomplished, an NDTA Certificate of Completion is awarded.

NDTA Objectives for Pediatric Certificate Course

Course Objectives

At the conclusion of this course the participant will:

1. Apply the ICF Enablement framework within the constructs of discipline-specific Occupational Therapy, Physical Therapy, and Speech Language Pathology practices using the contemporary NDT Practice Model.
2. Examine an individual’s ability to move within the context of discipline-specific function to determine strategies of postural control and selective motor control that support completion of the desired function.
3. Develop a discipline-specific intervention plan that illustrates NDT Core Principles of Practice to enhance an individual’s participation.
4. Implement an NDT-based discipline-specific intervention session that illustrates the Core Principles of NDT-based practice.
5. Modify NDT-based therapeutic handling strategies and the environment within an intervention session to meet the needs of the individual within the context of the discipline specific function.
6. Apply current knowledge of the anatomy and physiology of the nervous system, the pathophysiology associated with cerebral palsy, and the concepts of neural plasticity and motor learning to the contemporary practice of NDT.

Development Across the Lifespan: Typical and Atypical

Learner Outcomes

At the completion of Development Across the Lifespan: Typical and Atypical participants will:

1. Describe the process of development from infancy to young adulthood including its impact on participation and the acquisition and refinement of life skills.
2. Discuss the impact of social and cultural norms/values on the process of development from infancy to young adulthood.
3. Describe the kinesiologic and biomechanical principles of development from birth to young adulthood.
4. Identify and describe essential components for key participations and activities in individuals who are developing typically from infancy to young adulthood.
5. Compare and contrast the variables that positively and negatively impact motor learning from infancy to young adulthood.
6. Examine an infant, toddler, preschooler, school-age, and/or an adolescent through observation to determine if their development supports age-based activities and participation across a variety of environments through in-person or video-based formats.
7. Apply knowledge of the developmental process to create intervention activities to enhance and refine motor abilities including play/recreation in an individual of any age.
8. Discuss discipline specific, functional outcome measures that are appropriate to the individual’s ability level.
9. Summarize the role of nutrition, exercise, and sleep in the process of healthy development across the lifespan for individuals living with neuromuscular-based movement dysfunction.
10. Discuss the acquisition and refinement process of executive functions as it relates to participation within the family, school/work and the community.

Examination, Evaluation and Intervention: Contemporary Practice Perspectives

Learner Outcomes

At the completion of Examination, Evaluation and Intervention: Contemporary Practice Perspectives participants will:

1. Apply the NDT Practice Model to the examination, evaluation and intervention planning process for individuals living with neuromuscular-based disorders of movement.
2. Apply the ICF Enablement framework to the examination, evaluation and intervention planning process for individuals living with neuromuscular-based disorders of movement.
3. Identify and describe contextual factors that influence the outcomes.
4. Identify and differentiate contextual factors that act as facilitators and barriers to successful outcomes.
5. Differentiate personal from environmental contextual factors.
6. Identify and describe participations and participation restrictions for individuals living with neuromuscular-based disorders of movement.
7. Identify and describe activities and activity limitations in an individual living with neuromuscular-based disorders of movement.
8. Discuss the interrelationships of participations and participation restrictions to activities and activity limitations for individuals living with neuromuscular-based disorders of movement.
9. Discuss the interrelationship of Body Structures and Body Function integrities and impairments to Participations, Participation restrictions, Activity and Activity limitations.
10. Describe the process of functional task analysis within the framework of Contemporary NDT-based discipline-specific practice.
11. Synthesize the findings from a discipline-specific, functional, task analysis to develop an NDT-based plan of care.
12. Develop a discipline-specific, functional, measurable achievable short-term outcome based on the analysis and synthesis of evaluation findings.
13. Develop a discipline-specific, functional, measurable achievable session outcome based on the analysis and synthesis of evaluation findings.
14. Describe the course-specific expectations for use of the NDT Examination and Evaluation form and Intervention Planning form during practicum.

Foundations of Contemporary NDT Practice

Learner Outcomes

At the completion of the Foundations of Contemporary NDT Practice, participants will:

1. Discuss the NDT Core Principles of Practice within the context of contemporary NDT-based practice.
2. Describe the elements of NDTA’s philosophy of patient/client management using the NDT schematic.
3. Apply constructs of scientific theories, models and frameworks that support Contemporary NDT-based practice theory.
4. Describe the NDT Practice Model including its role in information gathering, examination evaluation and intervention.
5. Discuss the role of the ICF Enablement framework within the context of the NDT Practice Model.
6. Generate clinical examples that illustrate discipline-specific contemporary NDT-based practice.
7. Describe Contemporary NDT-based practice to a parent/caregiver who is unfamiliar with NDT using the NDT schematic and Practice Model.
8. Compare and contrast contemporary NDT-based Core Principles of Practice from those historically associated with NDT and the Bobath Approach (therapy).

Functional Classification of Cerebral Palsy

Learner Outcomes:

At the completion of Functional Classification of Cerebral Palsy, the participant will:

1. Define Cerebral Palsy and differentiate its clinical presentation from other pediatric-onset neuromuscular-based movement disorders.
2. Discuss the role of functional classification schemas in the clinical management of individuals living with Cerebral Palsy across the lifespan.
3. Discuss the pathophysiology associated with Cerebral Palsy and relate each to their specific clinical presentations including distribution and severity.
4. Describe the pathophysiology and clinical characteristics associated with hypotonia.
5. Apply the NDT Practice Model to the discipline-specific examination and evaluation of individuals living with various types of Cerebral Palsy across the lifespan.
6. Apply the ICF Enablement framework to the analysis of discipline-specific examination and evaluation findings for individuals living with various types of Cerebral Palsy across the lifespan.
7. Discuss potential participation restrictions and activity limitations for individuals living with various types of Cerebral Palsy across the lifespan.
8. Identify and describe impairments of Body Structures and Body Functions in individuals living with various types of Cerebral Palsy across the lifespan.
9. Develop hypotheses related to impairments of Body Structures and Body Functions for individuals living with various types of Cerebral Palsy across the lifespan.
10. Prioritize the identified impairments of Body Structures and Body Functions for individuals living with various types of Cerebral Palsy across the lifespan.
11. Discuss the relationships of the prioritized impairments of Body Structures and Body Functions to activity limitations and participation restrictions for individuals living with various types of Cerebral Palsy across the lifespan.
12. Develop discipline specific functional outcomes for individuals living with various types of Cerebral Palsy across the lifespan.
13. Describe and differentiate NDT-based therapeutic handling strategies for individuals living with varying clinical presentations of Cerebral Palsy across the life span.
14. Develop an intervention plan to promote optimal functioning and participation for individuals living with Cerebral Palsy across the lifespan.
15. Discuss the role of therapeutic equipment in the clinical management of individuals living with Cerebral Palsy across the life span.
16. Compare and contrast the role of adjuncts in the clinical management of individuals living with Cerebral Palsy across the life span.
17. Discuss the potential benefits and limitations of medical management strategies including pharmacologic agents and surgeries for individuals living with various types of Cerebral Palsy across the life span.

Neuro

Updates in process

Practicum

Learner Outcomes:

At the completion of Practicum, the participant will:

1. Develop an attainable, individual-specific, discipline-specific, measurable, functional session outcome.
2. Identify key impairments to be addressed within the session to achieve the established discipline-specific, functional session outcome.
3. Express an organized sequence of NDT-based intervention strategies to achieve the established discipline-specific, functional session outcome.
4. Generate documentation that supports the functional outcome of the intervention session.
5. Adjust their own body mechanics throughout the session to maintain safe personal alignment and biomechanics.
6. Attain and maintain safe orientation of the individual’s body and body segments within the context of the task/function during the session.
7. Practice safely in accordance with the policies and procedures established by NDTA™, the facility, and the course coordinator-instructor.
8. Create and sustain a social connection with the individual seeking services throughout the session to achieve the established discipline-specific functional session outcome.
9. Modify the physical environment throughout the session to achieve the established discipline-specific session functional outcome.
10. Incorporate the use of play, imaginary activities, toys, functional activities, and other props throughout the session to achieve the established discipline-specific, functional session outcome.
11. Implement an organized sequence of NDT-based intervention strategies to achieve the established discipline-specific, functional session outcome.
12. Create observable changes in the individual’s posture and movement throughout the intervention session relative to the discipline-specific, functional session outcome.
13. Create an observable change in the individual’s functional movement capabilities relevant to achievement of the established discipline-specific, functional session outcome.

Therapeutic Handling: Analysis and Facilitation of Movement

Learner Outcomes

At the conclusion of the laboratory component of this course, the participant will:

1. Select appropriate key points to achieve an active, aligned, dynamic base of support that enhances functional movement.
2. Generate direction-specific input from key points to promote task-specific functional movement.
3. Demonstrate the ability to facilitate transitions that enhance floor mobility including rolling, crawling, and creeping in individuals with simulated movement dysfunctions.
4. Demonstrate the ability to facilitate UE reach in prone, supine, quadruped, sitting and standing for functional tasks including ADLs, play, and recreational activities in individuals with simulated movement dysfunctions.
5. Demonstrate the ability to facilitate transitions in sitting and standing that encourage exploration of the environment through a variety of sensory modalities (smell, hearing, vision, and touch) in individuals with simulated movement dysfunctions.
6. Demonstrate the ability to facilitate transitions that promote upright mobility in sitting and standing for individuals with simulated movement dysfunctions.
7. Demonstrate the ability to facilitate ADL sequences in standing and when walking in individuals with simulated movement dysfunctions. (Example activities include carrying objects, dressing, meal preparation, eating, bathroom skills and recreational tasks)
8. Demonstrate the ability to assist an individual with neuromuscular dysfunction to safely swallow during functional activities.
9. Demonstrate effective therapeutic handling strategies to support respiration, phonation, voicing and communication during functional activities in individuals with simulated movement dysfunctions.
10. Demonstrate the ability to facilitate coordination, timing and sequencing during higher level mobility, play and recreational activities in individuals with simulated movement dysfunctions.
11. Demonstrate the ability to sequence impairment-based intervention strategies to enhance Activities and Participations in individuals with simulated movement dysfunctions.
12. Analyze the task performance (simulated or video) of an individual with a neuromuscular -based movement dysfunction and identify the key impairments that interfere with the completion of the task.
13. Develop a discipline-specific NDT-based intervention plan to address the identified key impairments that interfere with the individual’s (simulated or video) ability to complete the desired functional task.
14. Demonstrate the discipline-specific NDT-based intervention plan developed to address the identified key impairments that interfere with the individual’s (simulated or video) ability to complete the desired functional task.

Discipline-specific Content: Occupational Therapy: Activities and Participations in Occupations

Learner Outcomes

At the conclusion of Activities and Participations in Occupations, participants will:

1. Describe the role of the OT within the NDT team and NDT Contemporary Practice Model.
2. Explain the importance of activity and participation in occupation from a discipline-specific perspective.
3. Apply the ICF Enablement framework to the identification and analysis of challenges in daily life play and work skills including sensory systems and the processing of sensory information (arousal, regulation, modulation and praxis) within the context of discipline-specific practice as they impact an individual’s ability to participate in their roles and routines.
4. Apply the ICF Enablement framework to the identification and analysis of challenges in daily life play and work skills including visual deficits (central, peripheral vision, low vision, visual field loss, neglect and cortical visual impairment) within the context of discipline-specific practice as they impact an individual’s ability to participate in their roles and routines.
5. Apply the ICF Enablement framework to the identification and analysis of challenges in daily life play and work skills including executive function (attention, learning and memory) within the context of discipline-specific practice as they impact an individual’s ability to participate in their roles and routines.
6. Apply the ICF Enablement framework to the identification and analysis of challenges in daily life play and work skills including the relationship between the shoulder girdle, ribcage, spine and pelvis as it relates to postural control within the context of discipline-specific practice as they impact an individual’s ability to participate in their roles and routines.
7. Apply the ICF Enablement framework to the identification and analysis of challenges in daily life play and work skills including upper extremity (UE) reach, grasp, transport, release and manipulation within the context of discipline-specific practice as they impact an individual’s ability to participate in their roles and routines.
8. Analyze movement strategies of desired functions in individuals who are developing typically, employing key NDT-based principles of task analysis within the context of discipline specific practice.
9. Identify and describe key components of desired functions, employing key NDT-based principles of task analysis within the context of discipline specific practice.
10. Analyze movement strategies of desired functions in individuals with known movement dysfunction, employing key NDT-based principles of task analysis within the context of discipline specific practice.
11. Describe the most difficult components of the desired function in an individual with known movement dysfunctions employing key NDT-based principles of task analysis within the context of discipline specific practice.
12. Compare and contrast integrities and impairments of the sensory systems and sensory processing observed during the initial stage of a discipline-specific task analysis in an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
13. Compare and contrast integrities and impairments of executive functions observed during the initial stage of a discipline-specific task analysis in an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
14. Compare and contrast integrities and impairments of proximal and distal motor control of the UE as observed during the initial stage of a discipline-specific task analysis in an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
15. Develop a long-term, discipline -specific functional outcome written in a SMART format that addresses a participation restriction identified for an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
16. Develop a short-term, discipline-specific functional outcome written in a SMART format that addresses an activity limitation identified for an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
17. Develop a discipline-specific, functional session outcome written in a SMART format that correlates with an activity limitation identified for an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
18. Develop a sequence of three intervention strategies to achieve the discipline-specific session outcome for an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
19. Describe an intervention sequence and link intervention strategies to achieve a discipline specific session functional outcome for an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
20. Demonstrate a sequence of three intervention strategies to achieve the discipline-specific session outcome for an individual living with Cerebral Palsy, or other neuromuscular-based movement dysfunctions, using a patient demonstration, video, simulated patient scenario/case study or practicum.
21. Correlate the benefits and challenges of the use of adjuncts and splinting on the functions of the neck, trunk and upper extremity from the perspective of the NDT Contemporary Practice Model.

Discipline-specific Content: Physical Therapy: Upright Functions and Mobility

Learner Outcomes

At the conclusion of Upright Functions and Mobility, participants will:

1. Describe the role of the PT within the NDT team and NDT Contemporary Practice Model.
2. Explain, from a discipline-specific perspective, the importance of upright functions for activities and participations.
3. Analyze everyday upright functions in children of varying ages and ability levels using the ICF Enablement framework within the context of the NDT Practice Model.
4. Categorize integrities and impairments of body structures and body functions that influence an individual’s ability to transition to/from standing, stand, and perform activities in standing including walking and other higher-level gross motor skills.
5. Compare and contrast body structures and body function integrities and impairments on the development and refinement of upright functions.
6. Analyze movement strategies of everyday upright functions in individuals who are developing typically and those with known movement dysfunction employing key NDT-based principles of task analysis.
7. Describe the process of the development of gait from the child’s first steps through late adolescence.
8. Identify visually and describe the phases of typical gait.
9. Identify visually and describe gait deviations in terms of the gait cycle and lower extremity biomechanics.
10. Hypothesize NDT-based intervention strategies to address identified gait deviations.
11. Describe the biomechanics of the foot and ankle, and how they affect the base of support during upright functions within the context of discipline specific activities.
12. Describe the alignment of the knee and how it relates to the alignment of the trunk, pelvis, hip and the foot and ankle during upright activities within the context of discipline-specific functional activities.
13. Describe how the biomechanics of the hip can affect the trunk, pelvis and base of support during upright activities within the context of discipline-specific functional activities.
14. Describe the biomechanics of the pelvis, and how it affects the alignment of the trunk and lower limb during upright functions within the context of discipline specific activities.
15. Analyze and describe the role of the upper extremity in upright functions, mobility and gait.
16. Apply NDT-based intervention strategies during functional upright mobility to address the needs of the upper extremities.
17. Apply NDT–based intervention strategies during upright functional mobility to address the needs of respiratory and oral motor function and communication.
18. Demonstrate the application of NDT-based intervention strategies to enhance upright functions, mobility and gait.
19. Correlate the benefits and challenges of the use of adjuncts and orthotics on the functions of the lower extremity from the perspective of the NDT Contemporary Practice Model.

Discipline-specific Content: Speech and Language Pathology: Feeding/Swallowing, Respiration, Sounds/Speech, and Communication

Learner Outcomes

At the conclusion of Feeding/Swallowing, Respiration, Sounds/Speech, and Communication, participants will:

1. Describe the role of the Speech-Language Pathologist (SLP) within the NDT team and the NDT Contemporary Practice Model.
2. Explain the importance of feeding, swallowing, respiration, sound/speech production, and communication from birth to young adulthood from a discipline-specific perspective.
3. Analyze oral, pharyngeal, and respiratory functions during feeding and swallowing activities including bottle feeding, breast feeding, straw drinking, spoon feeding, and the biting and chewing of solids using the ICF Model.
4. Analyze oral, pharyngeal, and respiratory functions during voicing/sound production, speech production, and communication using the ICF Model.
5. Apply the ICF Model for classification and measurement of activities and participation as it relates to oral, pharyngeal, laryngeal, and respiratory function in the context of discipline-specific practice.
6. Compare and contrast body structures and body function integrities and impairments on the development and refinement of oral, pharyngeal, and respiratory functions during eating and drinking activities.
7. Compare and contrast body structures and body function integrities and impairments on the development and refinement of oral, pharyngeal, laryngeal, and respiratory functions during voicing and speech production.
8. Categorize body structures and body function integrities and impairments that influence an individual’s development and refinement of methods of communication within the context of discipline-specific practice.
9. Evaluate the impact of oral, pharyngeal, laryngeal, and respiratory impairments on upper extremity function, head/neck control, pelvic mobility, and lower extremity function in the context of discipline-specific practice.
10. Compare and contrast typical and atypical oral, pharyngeal, and respiratory functions during feeding and swallowing including developmental, biomechanical and kinesiological characteristics within the context of discipline-specific practice.
11. Compare and contrast typical and atypical oral, pharyngeal, and respiratory functions during sound/speech production and communication including developmental, biomechanical, and kinesiological characteristics within the context of discipline-specific practice.
12. Develop an individualized intervention plan that delineates impairments and activity limitations identified through examination and evaluation related to oral, pharyngeal, and respiratory functions that impact functional outcomes within the context of discipline-specific practice using a patient demonstration, video, simulated patient scenario/case study, or practicum.
13. Delineate NDT-based intervention strategies that address the oral, pharyngeal, laryngeal, and respiratory impairments and activity limitations that impact functional outcomes identified in a discipline-specific individualized intervention plan using a patient demonstration, video, simulated patient scenario/case study, or n practicum.
14. Formulate a prioritized progression of NDT-based intervention strategies that address the oral, pharyngeal, laryngeal, respiratory impairments and activity limitations that impact functional outcomes identified in a discipline-specific individualized intervention plan using a patient demonstration, video, simulated patient scenario/case study, or practicum.
15. Demonstrate the implementation of a prioritized progression of intervention strategies that address the oral, pharyngeal, laryngeal, and respiratory impairments and activity limitations that impact functional outcomes identified in a discipline-specific individualized intervention plan using a patient demonstration, video, simulated patient scenario/case study, or practicum.
16. Modify the progression of intervention strategies implemented to address oral, pharyngeal, laryngeal, and respiratory impairments and activity limitations that impact discipline-specific activities based upon the child’s responses to the intervention strategies using a patient demonstration, video, simulated patient scenario/case study, or practicum.
17. Discuss the role of each member of the NDT Team within the plan of care to identify oral, pharyngeal, laryngeal, and respiratory impairments that impact activity limitations and participation restrictions within the context of discipline- specific outcomes.
18. Develop recommendations for intervention strategies to enhance oral, pharyngeal, laryngeal, and respiratory functions within the context of discipline- specific outcomes.
19. Correlate the benefits and challenges of the use of adjuncts to support activity and participation during feeding/swallowing, sound/speech production, and communication from the perspective of the NDT Contemporary Practice Model.