2018 APTAMD & DCPTA Conference Program

Annual Conference Home Page


  • 7:00 am Registration Open and Coffee in Exhibit Hall
  • 8:00 am Morning Tracks
  • 1:00 pm Afternoon Tracks
  • 6:30 pm Awards Dinner

Click on course Title to view description and learning objectives.

Alzheimer’s disease and other forms of dementia are the only diseases in the top 10 causes of death that cannot be slowed or cured. However, physical therapist and PTA’s can improve their therapeutic outcomes when they understand the many manifestations of the disease and utilize person-centered approaches when interacting with people with dementia. This course will provide an overview of the current state of our understanding of dementias, the symptoms of different types of dementia and how they impact the person. It will review challenges that impact living with dementia and provide care practices that can be used by healthcare professionals to be better care partners.

Why attend: Take the path to certification as a Certified Dementia Practitioner through the National Council of Certified Dementia Practitioners. This seminar is the required seminar for those pursuing CDP® certification and who qualify through the National Council of Certified Dementia Practitioners. To see if you qualify visit the NCCDP website at www.nccdp.org or just come for the education. While this course is not designed specifically for physical therapists or physical therapists’ assistants, the speaker will utilize examples that are uniquely designed for this audience.

Each participant will be provided with materials to individually submit to the NCCDP if they wish to seek the CDP® certification. As a benefit of attending an association sponsored course- the fee for submission will be reduced from $125 to $35 per person.

Learning Objectives
By attending this seminar the participant will be able to:
1) List the most common types of dementia and unique characteristics of each sub-type.
2) Apply communication strategies (verbal and non-verbal) designed to be most easily understood by people who have dementia.
3) Manage the biopsychosocial needs of people with dementia in any setting or care plan. .

Speaker: Cathy Ciolek PT, DPT, FAPTA is President of Living Well With Dementia, LLC- providing education and consultation to promote well-being and positive expectations for people with dementia. She has nearly 30 years physical therapy clinical experience working with older adults across the continuum of care and is a Board Certified Geriatric Clinical Specialist. Additionally, Cathy is a Certified Dementia Practitioner® as well as a Certified Alzheimer’s Disease and Dementia Care Trainer®. She was recently recognized as a Catherine Worthingham Fellow of the American Physical Therapy Association for her advocacy efforts for older adults.

Educational Credit: 7 Hours (0.7 CEUs)

This course is designed to help the clinician understand the complexity of the foot and ankle. It will explore what science can and cannot tell us about many of the common treatments used to treat the foot and ankle in Physical Therapy. The therapist will develop a solid understanding of the intricacies surrounding the foot and ankle movement and pathology. The confidence gained by this understanding will help the Physical Therapist develop simple and effective treatment plans to help their patients on Monday morning! While focusing on the foot and ankle this course will also attempt to take on some of the larger questions we have as a profession. Topics will include what it means to provide evidence based treatment, what value based care is, and how to decrease the variability of PT practice.

Learning Objectives
1. Upon completion of this course, the attendee should be able to:
2. Perform a simple foot and ankle screen to help form a differential diagnosis
3. Develop a efficient exercise routine for foot and ankle pathologies
4. Learn to take a thorough subjective to help with differential diagnosis and therapeutic alliance
5. Develop an understanding of the science behind shoe prescription
6. Understand value based care as it relates to treating the foot and ankle
7. Consider the potential mechanisms of effect for common treatments for the foot and ankle
8. Critically evaluate the clinical practice guidelines for foot and ankle pathologies

Speaker: J.D. Sheppard, PT, DPT, OCS is a board certified in orthopedic physical therapist working for the Medstar National Rehabilitation Network where he is a faculty member of the sports residency program. He is also currently serving on the APTA of Maryland’s board of directors as the Director of Practice. He began his PT training at Ohio University graduating in 2012. J.D. takes a special interest in treating runners and patients with lower extremity injuries including the foot and ankle having spent time working with physicians at the Georgetown Foot and Ankle Center. In addition to being a PT J.D. is also an avid runner. In high school he won the Ohio state championship in the 800m before going on to run for Youngstown State University. His love of running continued as a PT. He has taught two continuing education course on running, one for the Ohio Physical Therapy Association. He also frequently gives educational talks to the public, having spoken alongside Olympians. In 2017, he finished 18th in the Charleston Marathon. In his free time he enjoys hiking and backpacking with his dog Scout.

Educational Credit: 6 Hours (0.6 CEUs)

The transition from Early Intervention to School-Based services can be an exciting but also a stressful time for families and service providers because it involves many changes. Changes include moving from the philosophy of a family-centered to a student-centered approach, from a primary service provider to multiple providers, from year-round services to a school calendar, from the home or daycare to a preschool in a public school. Legal requirements relating to transition do not address collaboration between therapists from the sending and receiving agencies. Studies have identified collaboration and team support as positively contributing to the transition process. This session will describe the strategies and supports used during the transition process within a large school district including early intervention and school-based providers, families, and preschool staff to ensure a smooth and seamless transition for children turning 3 (or 4). Barriers and facilitators related to successful transition between the home and school contexts will be explored through case examples.

Learning Objectives
Upon completion of this course, the attendee should be able to:
1. Describe the transition process from Part C to Part B including timelines according to Federal regulations as outlined by IDEA.
2. Review current research regarding early childhood transition.
3. Explore the needs, roles, and outcomes for various stakeholders related to an effective transition process.
4. Apply knowledge translation strategies of evidence-informed practices across disciplines before, during and after the transition process

Speakers: Denise A Swensen, PT, DPT received her Physical Therapy degree from New York University (1980). She received her DPT degree and certificate in Early Intervention and School-Based PT (STAIRS program) from the University of Texas Medical Branch (UTMB) in 2012. Since 1989 she has worked in the public schools in Maryland, in both EI and SB practice and is also the Part C to Part B transition specialist in Prince George’s County Public Schools, MD. She is an APTA CCI, was the chairperson of an APPT work group that developed a Part C to Part B Transition form for PT providers and is the current the chair of the EI to SB Transition Workgroup of the EI and SB SIGs of the AAPT. She is the current APPT MD State Rep and has presented on various pediatric topics on a local and national level. She is also founder and president of Zanmi Swen: Caring Friends, Inc., an outreach clinic for children with disabilities in Haiti that provides pro bono training, equipment and support

Kristie Chisholm, OTD, OTR/L is an Occupational Therapist with over 20 years of experience who works with children aged 2-5 assisting wtih the transiton from early childhood to school-based services. Kistie believes that social-emotional health is key to school readiness and the future success of our young children. She works closely with the early childhood teams in Prince Georges County Public schools to ensure a seamless transition from Part C to Part B, focusing on both physical and mental well-being. Kristie has worked with a team of educators and related services providers to help develop a smooth process for assisting children and their families moving from the Infants and Toddlers program to preschool. She supports nearly one hundred students annually in the transition to preschool as well as kindergarten. Kristie holds a bachelors degree from Towson University and a doctor of occupational therapy degree from Rocky Mountain University, with a pediatric focus in both programs. She has a wide range of experience including early intervention, elementary school, NICU, acute care, in-pateient rehabilitation, as well as home-health, outpatient and skilled nursing. She has spent the last 15 years focusing on early intervention school-based practice. Kristie is a Board of Directors member and volunteer with Zanmi Swen: Caring Friends, Inc., an outreach clinic for children with disabilities in Haiti that provides pro bono training, equipment and support

Educational Credit: 3 Hours (0.3 CEUs)

This session will cover current evidence on dry needling for multiple body regions including the quality of the studies and their outcomes. Discussion will include integrating the research into clinical practice. Clinical pearls for patients as it relates to the literature will also be discussed as appropriate.

Learning Objectives
At the end of the session the course participant will be able to:
1. Summarize the current literature on the effectiveness of dry needling in different regions of the body.
2. Discuss the theory on how dry needling for tendinopathy and scar tissue works.
3. Summarize the current literature on the effectiveness of dry needling for tendinopathy and scar tissue.

Speakers: Michelle Finnegan, PT, DPT is a full-time clinician working at Bethesda Physiocare and senior instructor for the dry needling course series for Myopain Seminars. She is co-editor of the 3rd edition of the Travell & Simons Trigger Point Manual and a regular contributing co-author for a quarterly review column for the Journal of Bodywork and Movement Therapies on myofascial pain literature. She also serves as a manuscript reviewer for several journals and is an active volunteer in the Federation State Boards of Physical Therapy. Nate Mayberry, PT is a full-time clinician working at PhysioFitness and lab instructor for the dry needling course series for Myopain Seminars. His clinical interest is in the utilization of trigger point dry needling in conjunction with externally focused exercise for the management of chronic pain. More specifically, he focuses on the treatment of patients with Ehlers Danlos Syndrome, fibromylagia, and myofascial pain

Educational Credit: 3 Hours (0.3 CEUs)

Balance impairments are common in older adults. Since balance impairments are multifactorial, intervention plans need to be individualized for the specific needs of the patient to have a successful outcome. Exercise and other interventions can reduce fall risk and risk of injury in older adults. This session will focus on interventions for different impairments to improve balance and reduce fall risk. The target audience is physical therapist assistants and physical therapists who want to learn about balance interventions that can be modified for most settings. Case studies will demonstrate how to design and implement successful balance intervention plans.

Learning Objectives
Upon completion of this course, the attendee should be able to:
1. Identify interventions that are specifically designed to address one or more balance impairments
2. Select appropriate balance interventions based on the results of the PT examination
3. Incorporate evidence-based balance interventions in the development of an individualized plan of care.

Speaker: Linda B. Horn, PT, DSc, MHS is an Assistant Professor and Director of Academic Affairs at the University of Maryland School of Medicine, Department of Physical Therapy and Rehabilitation Science. Dr. Horn has over 30 years of clinical experience in a variety of clinical settings including acute care, outpatient and home care. She is an ABPTS Board-Certified Clinical Specialist in Geriatrics since 2015 and Neurology since 1993. She is a national lecturer on fall prevention as well as balance and vestibular disorders in the adult population. She received a BS in Physical Therapy from the University of Maryland Baltimore, Master of Health Science from the University of Indianapolis Krannert School of Physical Therapy and Doctor of Science in Physical Therapy from the University of Maryland Baltimore. She is active in the APTA at the state and national level.

Educational Credit: 3 Hours (0.3 CEUs)

Following this lecture, members of the audience will be able to:
1. Discuss interprofessional communication
2. List basic imaging modalities
3. Describe imaging findings of musculoskeletal pathology at the shoulder, elbow, back, hip and knee
4. Understand interventional radiology procedures and how they may impact PT interventions

Speakers: Derik L. Davis, M.D. & Howard Richard III, MD

Derik L. Davis, M.D., is an Associate Professor at the University of Maryland School of Medicine in the Department of Diagnostic Radiology & Nuclear Medicine. He is board-certified in Diagnostic Radiology, with additional fellowship training in Musculoskeletal Imaging. He provides clinical services for several University of Maryland Medical System hospitals and outpatient clinics. He serves as course director of the musculoskeletal radiology elective and director of the MRI fellowship at the University of Maryland, and his research interests include aging, skeletal muscle quality and shoulder imaging. Dr. Davis has co-authored over 45 peer-reviewed abstracts and publications, and he also serves as a principle reviewer for the American Journal of Sports Medicine.

Educational Credit: 3 Hours (0.3 CEUs)