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This case report was designed to assess the efficacy of virtual reality (VR) rehabilitation on improving upper extremity function for a child with spastic hemiplegic cerebral palsy.In addition to conventional therapies completed three times per week, the participant engaged in virtual reality rehabilitation with the Neofect Smart Kids five to seven days per week for six weeks totaling just over twelve hours of intervention time. Outcome measures were administered pre-intervention, post-intervention, and 6-weeks post-intervention.Varying levels of improvement in motor function, quality of movement, and functional use were observed during intervention evidenced by improved scores on the following standardized assessments: Peabody Developmental Motor Scales, Second Edition; the Quality of Upper Extremity Skills Test; and the Pediatric Evaluation and Disability Inventory-Computer Adaptive Test. The participant maintained improvements in motor skills at 6-weeks post intervention, however, the quality of his movements and overall frequency of use with his affected upper extremity decreased in the 6-weeks following termination of intervention.Even though the results are not generalizable, the VR intervention for this child allowed for greater movement repetition and improved functional upper extremity use.

Date Presented 4/20/2018 This study examined occupational therapy and physical therapy students’ attitudes toward evidence-based practice and the impact of their professional education on their attitudes. Similarities and differences between occupational therapy and physical therapy students were examined. Primary Author and Speaker: Bobbi Greiner Additional Authors and Speakers: Angela Patterson, Michelle de la Garza, Keli Mu Contributing Authors: Margaret Schumacher, Qi Yongyue, Rebecca Jessen

Introduction/Background One of the important and enduring strategies that developing countries take in advancing education and training of rehabilitation students and professionals is fostering international partnerships, improving the quality of international education provision, and encouraging partnerships with foreign education institutions. The purpose of this presentation is to describe and examine the effect of an international visiting student program in a university of USA on students’ professional development. A total of seventy students in rehabilitation from China participated in the three-month summer visiting student program that included a combination of didactic coursework, clinical observation, and cultural immersion in the past three summers. Material and method The outcomes of the program were evaluated annually through a mixed methods approach incorporating a single group pre/posttest analysis and focus group discussions. The quantitative portion of the study incorporated the use of two instruments: the Team Skills Scale (TSS) (Hepburn, Tsukuda, & Fasser, 2002), and one subscale of the Cultural Competence Health Practitioner Assessment (CCHPA) (National Center for Cultural Competency, 2014). Qualitative data collection included videotaped interviews with participants at the end of the CRISP prior to the participants returning to China. The participants were asked open-ended reflection questions by a CRISP staff moderator. Results The results of quantitative data analyses revealed significant differences between pre and post tests suggesting the summer program had significant impact on students’ team work skills and cultural competence. The results of qualitative data analysis echoed the findings of the quantitative data. Conclusion Findings of the program evaluation revealed that international immersion programs is one of the effective stepping stones to help prepare and develop rehabilitation professionals for countries in which rehabilitation is less developed. The willingness of educational institutions to commit to working with partners in another country is vital to initiate the collaboration.