An Otago-based strengthening, balance, and walking home exercise program can potentially be used to decrease the number of falls and the risk of falling among older adults residing in an assisted living facility.

Cerebral palsy (CP) is a common cause of disability that impacts a person across his or her lifespan. In addition to aging-related diseases, decline in function in adulthood can be attributed to conditions secondary to the impairments associated with CP. There are substantial literature on unique health needs and impact of CP on children and fewer studies specifically investigating the health needs and impact of CP on the aging adult. The purpose of this article is to present current literature on the effects aging has on adults with CP. In addition, the article will discuss the importance of preventive healthcare and wellness and iterate the challenges of accessing appropriate healthcare and healthcare providers by adults with CP. Recommendations are provided encouraging service providers to plan interventions, services, and supports to improve the participation of adults with CP in a contemporary system of care.

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Although significant differences in motor proficiency were found by school age the children born preterm did not demonstrate activity limitations or participation restrictions. Physical therapists can advise parents of children born five to 10 weeks preterm that in all probability their school-age child will not be limited in sport team or physical activity involvement and can achieve expected levels of cardiovascular fitness.

Participation in a progressive tap dance class by a child with congenital MMD1 may facilitate improvements in static and dynamic balance.

Pediatric Physical Therapy is a major source of information, including evidence-based research, for pediatric physical therapists, meeting the demand of therapists to base clinical decisions on research.

The Bayley Scales of Infant Development II (BSID-II) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) are frequently used across cultures in standard assessment batteries for learners between 6 and 17 years of age, respectively. Responses of American Indian students on the BSID-II and WISC-III were examined for patterns of performance across items. Information gathered from the BSID-II protocols indicate that expressive language items were lower than scores obtained in other categories and lower than scores on the total group of items. Results from the WISC-III suggest that, in some situations, student performance may be distorted. Issues of poverty, remoteness, access to resources, and health care need to be considered before sweeping conclusions can be made about performance on nationally normed, standardized instruments. Results may indicate that testing of American Indian students results in an inaccurate assessment due to cultural biases of test items.

Interprofessional teams of occupational therapy, physical therapy, physician assistant, and dental hygiene students from the University of South Dakota participated in a service-learning experience in Guatemala. Student perceptions were measured using the Interprofessional Attitudes Scale and the Transcultural Self-Efficacy Tool. Qualitative data were obtained through written reflections and discussions during the immersion component of the service-learning experience. Students reported statistically significant improvements in transcultural self-efficacy as defined by their confidence in interviewing individuals from different cultures; their values, attitudes, and beliefs regarding cultural awareness, acceptance, appreciation, recognition, and advocacy; and their knowledge on how cultural factors influence care. Slightly different findings emerged concerning students' attitudes about interprofessional practice. Qualitative analysis of personal reflections showed that many students felt purposeful when working as part of an interprofessional team and appreciated the dialogue with other professionals when discussing patient care.