Reconnecting Indigenous Language for a Child Using Augmentative and Alternative Communication.

Purpose: The purpose of this article is to describe a grassroots project to develop an augmentative and alternative communication (AAC) system for a child who is learning to speak the Native American Lakota language. The project began as a part of a homeschool curriculum to address the foreign language requirement during the COVID-19 pandemic.

Conclusions: Initially, the mother of the child, who is enrolled in the Oglala Sioux Tribe of South Dakota, located a list of the 1,000 most frequently used words in Lakota and a Level 1 textbook and began programming vocabulary by word class in her child's electronic speech-generating AAC system (i.

Functional Dystonia: Differentiation From Primary Dystonia and Multidisciplinary Treatments.

Dystonia is a common movement disorder, involving sustained muscle contractions, often resulting in twisting and repetitive movements and abnormal postures. Dystonia may be primary, as the sole feature (isolated) or in combination with other movement disorders (combined dystonia), or as one feature of another neurological process (secondary dystonia). The current hypothesis is that dystonia is a disorder of distributed brain networks, including the basal ganglia, cerebellum, thalamus and the cortex resulting in abnormal neural motor programs.

Outpatient Physical Therapy for Functional Neurological Disorder: A Preliminary Feasibility and Naturalistic Outcome Study in a U.S. Cohort.

Objective: Despite promising research and consensus recommendations on the important therapeutic role of physical therapy for motor functional neurological disorder (FND), little is known about the feasibility and potential efficacy of implementing physical therapy for this population in a U.S.-based outpatient program.

Neuropsychiatric Factors Linked to Adherence and Short-Term Outcome in a U.S. Functional Neurological Disorders Clinic: A Retrospective Cohort Study.

Despite advancements in the assessment and management of functional neurological disorder (FND), the feasibility of implementing a new standard of care remains unclear. Chart reviews were performed for 100 patients with motor FND to investigate factors related to treatment adherence and clinical improvement over an average follow-up of 7 months. Of 81 patients who returned for follow-up, a history of chronic pain disorder inversely correlated with improvement.

Living with students: Lessons learned while pursuing tenure, administration, and raising a family.

An emerging promising practice in many universities has been the development of faculty-in-residence programs, in which university faculty members and their family moved into university student residences, sharing common living spaces with students. This case study is centered on two faculty-in-residence living in university residence halls. One was an assistant professor pursuing tenure while raising a young child, while the second was a tenured full professor and associate dean raising two teens.

The decision, implementation and assessment of a credit-bearing activity class by faculty in residence: A case study.

This case study reports on a programmatic decision to require a credit-bearing course that was made by Faculty in Residence (FIR), including its implementation and results over a two-year period from 2010-2012. The focus is on FIR and on the impact of their decision upon the students enrolled in their Living Learning Communities (LLCs). The credit-bearing course was a Kinesiology Activities class taken by all seven LLCs at Boise State University.

Perspective: impact of the IIISTEP conference on clinical practice.

In July 2005, physical therapy clinicians, educators, and researchers gathered for the IIISTEP (Symposium on Translating Evidence to Practice) conference. The purpose of IIISTEP was to link research and clinical practice through the exchange of ideas and research findings between scientists and clinicians. This paper represents the personal perspective of a group of colleagues who attended IIISTEP as clinicians/educator teams.