Knowledge Translation: Integrating Evidence-Based Intervention Requirements in Clinical Practice

Traditional pediatric developmental assessment is based on the neuromaturational theory. This theory views typical development as dependent on a hierarchical and predictable sequence of nervous system maturation leading to the emergence of motor milestones characterized by presence of specific components of movement and posture. Intervention guided by traditional assessment focuses on correcting movement patterns in children developing atypically and “teaching” them motor skills. However, this perspective is not consistent with current evidence and, therefore, may limit the effectiveness of intervention. This session will examine the relationship between theory and practice in pediatric physical therapy, and emphasize the connection between perception, action, and cognition, and its role in developmental change. Decision making grounded in current theories of development will be compared and contrasted with clinical reasoning based on the traditional neuromaturational views. Evidence-based intervention requirements founded in current theories and supported by neuroplasticity and clinical research will be presented and illustrated with photos and videos. Examples of interventions that meet these requirements and target optimal developmental outcomes will be provided.