Quantification of Head Acceleration during Vestibular Rehabilitation Exercises.

PURPOSE: Vestibular rehabilitation exercises have been proven to reduce symptoms and diminish the risk of falls in those with dizziness and balance impairments. The first purpose of this study is to investigate a new method of measuring head movements during habituation vestibular rehabilitation exercises. The second is to explore the relationship between head acceleration measurements during select traditional vestibular rehabilitation exercises and the variables of age, dizziness, and poor balance confidence. RESEARCH DESIGN: A descriptive, cross-sectional study, in a university setting. STUDY SAMPLE: Fifty-two participants, ranging in age from 20 to 96 yr. All were volunteers, with the majority (34) reporting no history of dizziness or balance confidence. DATA COLLECTION: Head accelerations were calculated from linear and angular displacements as measured by magnetometry. RESULTS: Head accelerations decreased with increasing age, dizziness, and low balance confidence during four habituation exercises. CONCLUSIONS: Head acceleration varies as a function of age, dizziness, and low balance confidence during head movement-based vestibular and balance rehabilitation therapy (habituation) exercises. The magnetometry measurement method used could be applied across the course of treatment to establish predictive measures based on change in acceleration over time. More diverse participant sampling is needed to create normative data.

Bringing a developmental perspective to early childhood and family interventionists: where to begin.

There is a pressing need to share advances in developmental science with the large, multidisciplinary professional workforce that serves vulnerable infants and toddlers and their families. Foundational knowledge and conceptual frameworks that integrate material regarding the contents and processes of early development and promotion of their use can assist interventionists and the families they serve. This chapter describes an approach that has been developed over the past 10 years and summarizes key contents with sample practical applications. Topic areas include developmental theories, newborn capacities, a model for synthesizing information about early social competence (including self-regulation, early relationships, social skills, and social cognition), and key current topics in developmental psychopathology. Brief considerations of diversity and stigma for work with young children and families are also included.

Competencies for infant mental health therapists: A survey of expert opinion.

We report on data provided by a nationwide panel of 23 infant mental health (IMH) experts who provided numerical ratings of the relative importance of 143 competencies desirable for licensed mental health therapists working with infants/children birth to 5 years of age and their families/caregivers. The competencies were developed based on prior state and national efforts and our own experience in training IMH therapists. The competencies were grouped conceptually into seven areas: (a) Normal infant and toddler development; (b) Atypical development (perturbations in development); (c) Emotional/behavioral disorders in infants and young children; (d) Assessment; (e) Intervention; (f) Community resources and referrals; and (g) Organization, communication, and collaboration. We calculated means, SDs, 95% confidence intervals to rank order each competency. We conducted reliability analyses and tested for mean differences in ratings for the seven areas. Interrater and intraclass correlations were modest, likely the result of restriction of range in the ratings. The seven areas showed high levels of internal consistency and, with few exceptions, did not significantly differ in the means of their ratings. The utility of the competencies are discussed as a framework for training and professional development for IMH clinicians.