https://forum.researchworks.academy/ Mon, 20 Apr 2026 06:34:57 +0000 MyBB https://forum.researchworks.academy/showthread.php?tid=84 Thu, 19 Mar 2026 03:17:47 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=84
Where’s the Evidence? Challenging Therapists to Stop Legitimizing Dynamic Movement Intervention and Cuevas Medek Exercises
FREE access: https://journals.lww.com/pedpt/fulltext/...to.30.aspx

Authors:
Paleg, Ginny PT, MPT, DScPT; Pool, Dayna PT, PhD; Hidalgo-Robles, Álvaro PT, MSc; Frumberg, David MD; Livingstone, Roslyn OT, MSc(RS); Damiano, Diane PT, PhD

Dynamic Movement Intervention (DMI) and Cuevas Medek Exercises (CME) are promoted as innovative neurorehabilitation methods for children with neurological disabilities, yet both rely on outdated reflex-hierarchical models rather than contemporary motor learning principles. 

A review of the literature reveals that CME, despite 5 decades of use, is supported only by a few case reports and 2 small, biased comparative studies. DMI, introduced in 2021, has no published empirical evidence beyond a single conference abstract. Thus, both interventions remain at Sackett Level 5—no evidence. The ethical implications are substantial. Families often pay thousands for intensive, noncovered therapies that may displace meaningful participation in education and social life. 

Therapists have a professional responsibility to avoid legitimizing unproven practices and to prioritize interventions supported by robust evidence. Pediatric rehabilitation should shift toward child-led, functional, and task-specific approaches grounded in modern motor learning science, with professional bodies and insurers withholding endorsement of nonevidence-based methods.]]>
Where’s the Evidence? Challenging Therapists to Stop Legitimizing Dynamic Movement Intervention and Cuevas Medek Exercises
FREE access: https://journals.lww.com/pedpt/fulltext/...to.30.aspx

Authors:
Paleg, Ginny PT, MPT, DScPT; Pool, Dayna PT, PhD; Hidalgo-Robles, Álvaro PT, MSc; Frumberg, David MD; Livingstone, Roslyn OT, MSc(RS); Damiano, Diane PT, PhD

Dynamic Movement Intervention (DMI) and Cuevas Medek Exercises (CME) are promoted as innovative neurorehabilitation methods for children with neurological disabilities, yet both rely on outdated reflex-hierarchical models rather than contemporary motor learning principles. 

A review of the literature reveals that CME, despite 5 decades of use, is supported only by a few case reports and 2 small, biased comparative studies. DMI, introduced in 2021, has no published empirical evidence beyond a single conference abstract. Thus, both interventions remain at Sackett Level 5—no evidence. The ethical implications are substantial. Families often pay thousands for intensive, noncovered therapies that may displace meaningful participation in education and social life. 

Therapists have a professional responsibility to avoid legitimizing unproven practices and to prioritize interventions supported by robust evidence. Pediatric rehabilitation should shift toward child-led, functional, and task-specific approaches grounded in modern motor learning science, with professional bodies and insurers withholding endorsement of nonevidence-based methods.]]> https://forum.researchworks.academy/showthread.php?tid=83 Thu, 19 Mar 2026 03:11:08 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=83
It now auto-scrolls back to the top of the quiz when selecting a new quiz section.]]>
It now auto-scrolls back to the top of the quiz when selecting a new quiz section.]]> https://forum.researchworks.academy/showthread.php?tid=82 Thu, 19 Mar 2026 02:49:22 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=82 https://forum.researchworks.academy/showthread.php?tid=81 Thu, 19 Mar 2026 02:48:24 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=81
Dr Ginny Paleg and Dr Roslyn Livingstone will be taking you through all things Postural Management!]]>
Dr Ginny Paleg and Dr Roslyn Livingstone will be taking you through all things Postural Management!]]> https://forum.researchworks.academy/showthread.php?tid=80 Thu, 19 Mar 2026 02:36:30 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=80
The chat now also remembers your current chat window history and uses that for context.

That means that you can ask follow up questions to a previous result or query.

Resetting the chat, will reset the history and a new load of the chat window will do the same.]]>
The chat now also remembers your current chat window history and uses that for context.

That means that you can ask follow up questions to a previous result or query.

Resetting the chat, will reset the history and a new load of the chat window will do the same.]]> https://forum.researchworks.academy/showthread.php?tid=79 Thu, 19 Mar 2026 02:34:05 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=79
The new desktop edition also allows you to adjust playback speed (for slowmotion or quickmotion) and you can still go frame by frame if you prefer. There are now 3 AI models you can select - fast, balanced and accurate. Tracking and detection confidence can be adjusted and contact for heel strikes can also be modified.

A scale calibration tool also allows you to set distances with more accuracy.

We have a brand new upper limb app now also.

The upper limb app is currently in an experimental alpha stage and we welcome your feedback, advice and requests.]]>
The new desktop edition also allows you to adjust playback speed (for slowmotion or quickmotion) and you can still go frame by frame if you prefer. There are now 3 AI models you can select - fast, balanced and accurate. Tracking and detection confidence can be adjusted and contact for heel strikes can also be modified.

A scale calibration tool also allows you to set distances with more accuracy.

We have a brand new upper limb app now also.

The upper limb app is currently in an experimental alpha stage and we welcome your feedback, advice and requests.]]> https://forum.researchworks.academy/showthread.php?tid=78 Thu, 19 Mar 2026 02:23:13 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=78
Dayna and Marissa walk through some of their favourite moments, interviews and the conference. 

Also... who doesn't like a good acronym? ?  #REACH 

R.E.A.C.H. 
R - Research Priorities & Resource Allocation 
E - Early Detection & Experiences 
A - Assessments & Advocacy 
C - Collaborations & Careers 
H - Hope 

A series of interviews and discussions with leading researchers, clinicians and advocates - live from Oceania Conference 2026, Hobart, Tasmania, Australia.]]>
Dayna and Marissa walk through some of their favourite moments, interviews and the conference. 

Also... who doesn't like a good acronym? ?  #REACH 

R.E.A.C.H. 
R - Research Priorities & Resource Allocation 
E - Early Detection & Experiences 
A - Assessments & Advocacy 
C - Collaborations & Careers 
H - Hope 

A series of interviews and discussions with leading researchers, clinicians and advocates - live from Oceania Conference 2026, Hobart, Tasmania, Australia.]]> https://forum.researchworks.academy/showthread.php?tid=77 Thu, 19 Mar 2026 02:20:40 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=77
Interview list to be updated soon!]]>
Interview list to be updated soon!]]> https://forum.researchworks.academy/showthread.php?tid=76 Thu, 19 Mar 2026 02:18:06 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=76
'Feeling like you can't do anything because you don't know where to start'-Parents' Perspectives of Barriers and Facilitators to Accessing Early Detection for Children at Risk of Cerebral Palsy 

Abstract 

Background: 
Early detection of cerebral palsy (CP) risk is possible from 12 weeks corrected gestational age (CGA) using standardised assessments; however, up to half of children at risk are not referred early, missing out on early intervention. We investigated the barriers and facilitators to accessing early intervention from the perspective of parents of children who did not receive services by 6 months CGA. 

Methods: Parents of children with CP were invited to participate in qualitative semistructured interviews. Reflexive thematic analysis was used to analyse the data and develop themes. 

Results: Eight mothers of children who did not receive standardised screening participated in interviews, from which three themes, 'responding to delays', 'systemic barriers' and 'complexities of diagnosis', were developed from the data. 

Conclusions: Parents require more support to access and engage in early detection services; health system processes are difficult to navigate, and health professionals require education and training to recognise risk factors for CP in all health settings and refer promptly. Improving system processes, education and training and partnering early with parents to improve their experience when interacting with the health system may increase early engagement and optimise long-term outcomes for children at risk of CP and their families. Keywords: cerebral palsy; diagnosis; mothers; paediatrics; qualitative.]]>
'Feeling like you can't do anything because you don't know where to start'-Parents' Perspectives of Barriers and Facilitators to Accessing Early Detection for Children at Risk of Cerebral Palsy 

Abstract 

Background: 
Early detection of cerebral palsy (CP) risk is possible from 12 weeks corrected gestational age (CGA) using standardised assessments; however, up to half of children at risk are not referred early, missing out on early intervention. We investigated the barriers and facilitators to accessing early intervention from the perspective of parents of children who did not receive services by 6 months CGA. 

Methods: Parents of children with CP were invited to participate in qualitative semistructured interviews. Reflexive thematic analysis was used to analyse the data and develop themes. 

Results: Eight mothers of children who did not receive standardised screening participated in interviews, from which three themes, 'responding to delays', 'systemic barriers' and 'complexities of diagnosis', were developed from the data. 

Conclusions: Parents require more support to access and engage in early detection services; health system processes are difficult to navigate, and health professionals require education and training to recognise risk factors for CP in all health settings and refer promptly. Improving system processes, education and training and partnering early with parents to improve their experience when interacting with the health system may increase early engagement and optimise long-term outcomes for children at risk of CP and their families. Keywords: cerebral palsy; diagnosis; mothers; paediatrics; qualitative.]]> https://forum.researchworks.academy/showthread.php?tid=75 Thu, 19 Mar 2026 02:16:24 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=75
2025 - the biggest year for the pod yet! 

We hope you've enjoyed Season 5 of the ResearchWorks Podcast. From EACD to AACPDM, the conference video and interview series, our DMI and CME special, to the launch of the ResearchWorks Academy - 2025 has been the biggest year yet for the pod! 

In 2026, we plan to bring you even more of the latest research from conferences from across the globe, with our partnerships with EACD, AACPDM and AusACPDM (now known as the OCEANIA Academy). We are working with international partners across the globe to bring you the very latest breakthroughs in research and evidence. 

The ResearchWorks Academy will continue to be free and open access and soon with a premium range of micro credentialing courses from renowned lecturers, teachers, researchers and academics - providing the very latest in research and evidence in a practical format to enhance your practice. 

Enjoy our look back at 2025 and we wish all of our listeners (and viewers!) happy holidays over the festive breaks and we look forward to a bigger and better 2026 ahead!]]>
2025 - the biggest year for the pod yet! 

We hope you've enjoyed Season 5 of the ResearchWorks Podcast. From EACD to AACPDM, the conference video and interview series, our DMI and CME special, to the launch of the ResearchWorks Academy - 2025 has been the biggest year yet for the pod! 

In 2026, we plan to bring you even more of the latest research from conferences from across the globe, with our partnerships with EACD, AACPDM and AusACPDM (now known as the OCEANIA Academy). We are working with international partners across the globe to bring you the very latest breakthroughs in research and evidence. 

The ResearchWorks Academy will continue to be free and open access and soon with a premium range of micro credentialing courses from renowned lecturers, teachers, researchers and academics - providing the very latest in research and evidence in a practical format to enhance your practice. 

Enjoy our look back at 2025 and we wish all of our listeners (and viewers!) happy holidays over the festive breaks and we look forward to a bigger and better 2026 ahead!]]> https://forum.researchworks.academy/showthread.php?tid=74 Thu, 19 Mar 2026 02:15:34 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=74
BMJ Paediatrics Open 
“When challenges exist, children and families may benefit from supports that are tailored to their individual strengths and support needs, irrespective of whether or not a child has one or more diagnosed condition(s).” 

Strengths-based and client-centred approaches in the field of childhood disability have been proposed in healthcare for decades, but in many places in the world, our service structures and therapeutic endeavours still are directed at fixing/compensating deficits in a prescriptive way. In the field of child developmental (disability) services, we have recently seen the publication of Canadian and Australian policies and frameworks that explicitly endorse this strengths-based approach, recommending in particular the use of the F-words for Child Development first published by CanChild scientists Peter Rosenbaum and Jan Willem Gorter in 2012. 

This commentary reflects on how strength-based approaches and client-centred care, developed over the last 50 years, have culminated in a paradigm shift in how we define and promote ‘health’.]]>
BMJ Paediatrics Open 
“When challenges exist, children and families may benefit from supports that are tailored to their individual strengths and support needs, irrespective of whether or not a child has one or more diagnosed condition(s).” 

Strengths-based and client-centred approaches in the field of childhood disability have been proposed in healthcare for decades, but in many places in the world, our service structures and therapeutic endeavours still are directed at fixing/compensating deficits in a prescriptive way. In the field of child developmental (disability) services, we have recently seen the publication of Canadian and Australian policies and frameworks that explicitly endorse this strengths-based approach, recommending in particular the use of the F-words for Child Development first published by CanChild scientists Peter Rosenbaum and Jan Willem Gorter in 2012. 

This commentary reflects on how strength-based approaches and client-centred care, developed over the last 50 years, have culminated in a paradigm shift in how we define and promote ‘health’.]]> https://forum.researchworks.academy/showthread.php?tid=73 Thu, 19 Mar 2026 02:14:38 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=73
This review, driven by an expert panel with deep experience in education, disability, and human rights, was driven by one clear question: Does our law support every child to access and thrive in school — or are there too many barriers to access and inclusion for students with disability? 

What followed was an in-depth consultation with families, clinicians, educators, and young people with lived experience, resulting in 15 recommendations that aim to remove barriers — from enrollment gatekeeping, to inconsistent support, to exclusionary discipline, replacing them with legal obligations for inclusion, voice, and access. 

For allied health clinicians, this matters. Because so often, we’re working with children whose ability to engage in school is shaped by systems, not just skills. Today, we unpack what this report means — and what could change if we get this right.]]>
This review, driven by an expert panel with deep experience in education, disability, and human rights, was driven by one clear question: Does our law support every child to access and thrive in school — or are there too many barriers to access and inclusion for students with disability? 

What followed was an in-depth consultation with families, clinicians, educators, and young people with lived experience, resulting in 15 recommendations that aim to remove barriers — from enrollment gatekeeping, to inconsistent support, to exclusionary discipline, replacing them with legal obligations for inclusion, voice, and access. 

For allied health clinicians, this matters. Because so often, we’re working with children whose ability to engage in school is shaped by systems, not just skills. Today, we unpack what this report means — and what could change if we get this right.]]> https://forum.researchworks.academy/showthread.php?tid=72 Thu, 19 Mar 2026 02:13:51 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=72
Abstract Purpose: 
To characterize beliefs of pediatric physical therapists (PTs) in the United States regarding the role of crawling in infant development and clinical practice. 

Methods: 
Pediatric PTs reported their beliefs about early mobility and crawling, clinical approaches related to early mobility and crawling, and agreement with the removal of crawling from the Centers for Disease Control and Prevention (CDC)'s updated developmental milestone checklists in an online survey. Analyses examined associations between information sources and beliefs, between beliefs and clinical approaches, and between beliefs and CDC update opinions. 

Results: 
Most participants believed that crawling was important (92%) and linked to a variety of positive developmental outcomes (71%-99%) and disagreed with its removal from the CDC checklists (79%). Beliefs were linked with clinical approaches focused on promoting crawling and discouraging other forms of mobility. 

Conclusions: 
Further research is needed to determine whether pediatric PTs' beliefs and clinical practices are supported by evidence.]]>
Abstract Purpose: 
To characterize beliefs of pediatric physical therapists (PTs) in the United States regarding the role of crawling in infant development and clinical practice. 

Methods: 
Pediatric PTs reported their beliefs about early mobility and crawling, clinical approaches related to early mobility and crawling, and agreement with the removal of crawling from the Centers for Disease Control and Prevention (CDC)'s updated developmental milestone checklists in an online survey. Analyses examined associations between information sources and beliefs, between beliefs and clinical approaches, and between beliefs and CDC update opinions. 

Results: 
Most participants believed that crawling was important (92%) and linked to a variety of positive developmental outcomes (71%-99%) and disagreed with its removal from the CDC checklists (79%). Beliefs were linked with clinical approaches focused on promoting crawling and discouraging other forms of mobility. 

Conclusions: 
Further research is needed to determine whether pediatric PTs' beliefs and clinical practices are supported by evidence.]]> https://forum.researchworks.academy/showthread.php?tid=71 Thu, 19 Mar 2026 02:12:52 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=71
AACPDM 2025 sneak peak! 

Dr. Noelle G. Moreau, is the Associate Dean of Research and Professor of Physical Therapy at Louisiana State University Health Sciences Center in New Orleans. Dr Moreau is best known for her work regarding the neuromuscular mechanisms underlying movement impairments in children with neurological conditions like cerebral palsy with her research focusing on innovative interventions to enhance gait and function, including power training for ambulatory youth. 

Marissa and I loved this conversation - so many great take homes and opportunities for implementation right now. This work shines a light on the importance of task specificity not just for motor learning but also walking capacity training. The selection of training protocols based on assessment outcomes is fantastic - Noelle describes this beautifully. 

Once again, this work is yet to be published but was not just presented as a contender for the Gayle G Arnold Award at the AACPDM New Orleans Conference in 2025 - but as we have recently learnt - won the award!  

Congratulations to Dr Noelle Moreau and her team for receiving this very prestigious award from the Academy.]]>
AACPDM 2025 sneak peak! 

Dr. Noelle G. Moreau, is the Associate Dean of Research and Professor of Physical Therapy at Louisiana State University Health Sciences Center in New Orleans. Dr Moreau is best known for her work regarding the neuromuscular mechanisms underlying movement impairments in children with neurological conditions like cerebral palsy with her research focusing on innovative interventions to enhance gait and function, including power training for ambulatory youth. 

Marissa and I loved this conversation - so many great take homes and opportunities for implementation right now. This work shines a light on the importance of task specificity not just for motor learning but also walking capacity training. The selection of training protocols based on assessment outcomes is fantastic - Noelle describes this beautifully. 

Once again, this work is yet to be published but was not just presented as a contender for the Gayle G Arnold Award at the AACPDM New Orleans Conference in 2025 - but as we have recently learnt - won the award!  

Congratulations to Dr Noelle Moreau and her team for receiving this very prestigious award from the Academy.]]> https://forum.researchworks.academy/showthread.php?tid=70 Thu, 19 Mar 2026 02:11:45 +0000 ProducerEd]]> https://forum.researchworks.academy/showthread.php?tid=70
Where’s the Evidence? Challenging Therapists to Stop Legitimizing Dynamic Movement Intervention and Cuevas Medek Exercises 

A seminal paper with a stellar line-up of academic and clinical heavyweights: Dr Ginny Paleg, Dr Dayna Pool, Associate Professor Álvaro Hidalgo-Robles, Clinical Assistant Professor Roslyn Livingstone, Dr David Frumberg MD and Professor Diane Damiano . Dynamic Movement Intervention (DMI) and Cuevas Medek Exercises (CME) are promoted as innovative neurorehabilitation methods for children with neurological disabilities, yet both rely on outdated reflex-hierarchical models rather than contemporary motor learning principles. 

A review of the literature reveals that CME, despite 5 decades of use, is supported only by a few case reports and 2 small, biased comparative studies. DMI, introduced in 2021, has no published empirical evidence beyond a single conference abstract. Thus, both interventions remain at Sackett Level 5—no evidence. 

The ethical implications are substantial. Families often pay thousands for intensive, noncovered therapies that may displace meaningful participation in education and social life. Therapists have a professional responsibility to avoid legitimizing unproven practices and to prioritize interventions supported by robust evidence. Pediatric rehabilitation should shift toward child-led, functional, and task-specific approaches grounded in modern motor learning science, with professional bodies and insurers withholding endorsement of nonevidence-based methods. 

Read the paper for FREE!

https://journals.lww.com/pedpt/fulltext/...to.30.aspx]]>
Where’s the Evidence? Challenging Therapists to Stop Legitimizing Dynamic Movement Intervention and Cuevas Medek Exercises 

A seminal paper with a stellar line-up of academic and clinical heavyweights: Dr Ginny Paleg, Dr Dayna Pool, Associate Professor Álvaro Hidalgo-Robles, Clinical Assistant Professor Roslyn Livingstone, Dr David Frumberg MD and Professor Diane Damiano . Dynamic Movement Intervention (DMI) and Cuevas Medek Exercises (CME) are promoted as innovative neurorehabilitation methods for children with neurological disabilities, yet both rely on outdated reflex-hierarchical models rather than contemporary motor learning principles. 

A review of the literature reveals that CME, despite 5 decades of use, is supported only by a few case reports and 2 small, biased comparative studies. DMI, introduced in 2021, has no published empirical evidence beyond a single conference abstract. Thus, both interventions remain at Sackett Level 5—no evidence. 

The ethical implications are substantial. Families often pay thousands for intensive, noncovered therapies that may displace meaningful participation in education and social life. Therapists have a professional responsibility to avoid legitimizing unproven practices and to prioritize interventions supported by robust evidence. Pediatric rehabilitation should shift toward child-led, functional, and task-specific approaches grounded in modern motor learning science, with professional bodies and insurers withholding endorsement of nonevidence-based methods. 

Read the paper for FREE!

https://journals.lww.com/pedpt/fulltext/...to.30.aspx]]>