2020 Annual Conference

APTAs of DC and Maryland Annual Conference
Is Now On Demand


Our virtual bundle includes 7 courses with related CEUs, plus our special poster recorded sessions for only $25 ($50 for Non Members)

CEUs: 21 CEUs (2.1) will be available within the Virtual bundle.

Course Catalog
  • Are We Missing a Critical Component of Balance Training? The Role of Anticipatory Postural Control
  • Role of therapy & early intervention for patients w/ COVID-19
  • Oncology Rehabilitation: What You Should Know
  • Using Social Media to Optimize your Practice 2.0
  • The Intersections of Sexual & Gender Minority Identities with the Social & Structural Determinants of Health *Fulfills the LGBTQ Competency Requirement for DC License Renewal
  • Lower Extremity Splinting and Casting: Peds and Adult
  • Using Motivational Interviewing to Enhance Patient Engagement in Rehabilitation

Click on Course Title to view description and learning objectives.

Postural control, both anticipatory and reactive, is recognized as the critical foundation for functional movement. Clinical practice guidelines and best practice recommendations encourage physical therapists to assess postural control through a wide array of valid and reliable balance assessments. However, the link between the balance assessment score, the functional deficit, and the underlying root cause is often missing. Does the balance assessment score provide more information than just fall risk? Is loss of anticipatory control a key factor in poor balance? Are balance interventions related to anticipatory control part of your toolbox? In this seminar, we will answer these questions through an evidence-based review of the mechanisms, the influencing factors, and the prerequisites for anticipatory postural adjustments that influence standing and walking balance. Participants will apply concepts to current balance assessment tools and clinical interventions. Sitting and standing movement labs and patient case videos will be utilized to facilitate participant application of content to the clinical setting.

Learning Objectives:

  • Describe the research evidence that establishes parameters for anticipatory postural control.
  • Discuss the motor control prerequisites for anticipatory control in standing and walking.
  • Apply research findings to clinical interventions for improving anticipatory postural control.
  • Analyze commonly performed balance assessments (eg. MiniBESTest, Berg Balance Scale) to determine the reactive versus anticipatory postural control components.
Course Schedule/Agenda:
I.40 minutes: Introductory lecture and group discussion on evidence for systems of balance and the foundations of anticipatory postural control. Presenters will share a model for understanding postural control and its underlying components.
II. 5 minute break
III. 60 minutes: A step-wise model for assessing anticipatory postural control will presented. Modified laboratory skills session will allow participants to practice the prerequisites underlying anticipatory postural control. This includes a focus on standing trunk movements. Concomitant functional application of these initiation patterns will be discussed.
IV. 5 minute break
V. 30 minutes: Lecture on evidence for retraining anticipatory postural control. Using patient photographs and video examples, the lecture will demonstrate how to apply evidence from basic research to clinical interventions with patients with neurologic dysfunction.
VI. 20 minutes: Participants will work in small groups to analyze common balance assessment measures (eg. miniBESTest, Berg Balance Scale, 5x Sit to Stand, Postural Assessment Scale for Stroke). Participants will determine if items are more anticipatory or reactive in nature. be given completed outcome measures to analyze and design.
VII. 10 minutes: A case example will be presented by the lecturers. Participants will brainstorm appropriate assessment tools and intervention possibilities to address the patient’s postural control deficits.
VIII. 10 minutes: Question & Answer session with Wrap-Up

Speakers: Susan Ryerson, PT, DSc, is a physical therapist with 50 years of clinical experience and owns a private practice, Making Progress at Body Dynamics Inc, in Northern Virginia. She has a research lab at Medstar National Rehabilitation Hospital, is the Director of the Medstar/George Washington University Physical Therapy Neurologic Residency program, and teaches neuroscience courses in the entry level PT program at GW. Her research interests include the link between postural control and function in people with neurologic movement disorders and the role of proprioception in postural and balance.

In 2008, she received the American Physical Therapy Association’s Florence Kendall-Physical Therapist of the Year Award and in 2000 the APTA Academy of Neurologic Physical Therapy Award for Clinical Excellence in Neurology. Susan is a past president of the DC Chapter of the APTA, a member of numerous local and national committees, and has participated in APTA clinical practice guidelines development. Over her 50 year career, she has lectured at over 75 local, state, national and international conferences including ATPA Annual Conference (NEXT), CSM, and the World Congress of Physical Therapy.

Dr. Elizabeth Ruckert is Associate Professor of Clinical Physical Therapy at the Division of Biokinesiology and Physical Therapy at the University of Southern California. She earned her DPT from Ithaca College, and completed a neurologic residency program at Rancho Los Amigos National Rehabilitation Center and the University of Southern California in Los Angeles. She has a graduate certificate in Adult Education and Leadership from George Washington University. A board-certified Neurologic and Geriatric Clinical Specialist, she has experience in physical therapy treatment for individuals with neurologic disorders across the health care continuum. Dr. Ruckert has presented multiple peer-reviewed presentations at national conferences regarding neurologic physical therapy and teaching and learning in graduate physical therapy education. She is an active member of the American Physical Therapy Association, as well as multiple sections. She currently serves on the Online Learning Committee for the Academy of Neurologic Physical Therapy. She also served for 5 years on the American Board of Physical Therapy Residency & Fellowship Education (ABPTRFE) Accreditation Services Committee.

Educational Credit: This course meets the criteria for three Hours (0.3) CEUs by the Maryland Board of Physical Therapy Examiners
This 3 hour course will review the clinical presentation, pathophysiology and acute management of patients with COVID-19. The speakers will review the current literature and utilize clinical examples to provide recommendations on specific physical therapy interventions to address impairments and activity limitation in acute phase of recovery.

Learning Objectives:

  • Review pathophysiology and clinical presentation for patients with COVID-19
  • Discuss common physical therapy interventions for client management
  • Describe a tertiary care hospital’s approach in managing patients during the pandemic
  • Utilize case examples to facilitate discussion on acute management of COVID-19
Karen Murdock, PT, DScPT
currently serves as Adjunct Faculty at the University of Maryland and the University of Delaware, providing lecture and lab support for areas of acute care, and cardiopulmonary physical therapy. Dr. Murdock spent 15 years practicing at a level 1 trauma center and tertiary care hospital developing clinical expertise in the acute and critical care of physical therapy clients. Her particular areas of interest include trauma and neurotrauma. Over her 34 year career, Dr Murdock has held roles of clinician, clinical instructor, PT and rehabilitation department manager and clinical research manager. She obtained her Bachelor of Science in Physical Therapy at Marquette University in 1986 and a Doctor of Science in Physical Therapy at the University of Maryland in 2009.

Sowmya Kumble, PT, MPT currently works as Clinical Resource Analyst in the acute care at Johns Hopkins Hospital, Baltimore, MD. She has been practicing for 19 years and is a Board Certified Neurologic Clinical Specialist. She received her Bachelor in Physiotherapy in 2001 and her Master of Physiotherapy degree with specialization in Adult and Pediatric Neurosciences in 2003 from Manipal College of Allied Health Sciences, India. She is an active member of the Early Mobility in the Neuro Critical Care Unit at Johns Hopkins Hospital. She is a co-investigator in multiple research studies and quality improvement projects at Johns Hopkins Hospital. She has also presented at multiple national and international conferences. She serves as the Director of the Johns Hopkins Hospital and University of Delaware Neurologic Physical Therapy Residency Program. She is also a subject matter expert for the education and training for the Johns Hopkins Activity and Mobility Promotion Program and works closely with the hospital Fall Prevention and Safe Patient Handling Work group.

Enjeen Woolford, PTA has been a licensed Physical Therapy Assistant for over 10 years. She is an advanced practitioner at Johns Hopkins Hospital (JHH) where she specializes in the treatment of acute neurological populations. Enjeen also serves as the Physical Therapy Student Education Coordinator for the Johns Hopkins, East Baltimore Campus. She leads the Legislative section and is a member of the CEU committee for the Board of Maryland Physical Therapy Examiners. She is also co-chair of the education section for the APTA Academy of Acute Care. Enjeen resides in Phoenix, Maryland with her husband and is looking forward to her daughter’s wedding in early October.

Alexandra Hayman, PT, DPT received her Bachelor's degree in Natural Science from the University of Puerto Rico in Cayey, Puerto Rico in 2003, and her Doctorate degree from Arcadia University in Glenside, Pennsylvania, in 2007. She currently works as Level II Physical Therapist for the Acute Care Therapy team at Johns Hopkins Hospital in Baltimore, MD. Dr. Hayman is the lead Physical Therapist in the Medical Intensive Care Unit where she loves working with critically ill patients in the prevention of hospital associated deconditioning and post ICU syndrome.

Educational Credit: This course meets the criteria for three Hours (0.3) CEUs by the Maryland Board of Physical Therapy Examiners

To identify benefits and indications for use of serial casting, focused rigidity splints, and aquaplast splinting for positioning in the adult and pediatric populations. Will discuss potential contraindications and modifications, required materials and therapeutic implications through discussion, case studies and demonstrations of described techniques.

Learning Objectives:

  • To understand the differences between serial casting, focused rigidity, and aquaplast splinting methods.
  • Be able to identify indications and potential contraindications of lower extremity casting and splinting.
  • Use knowledge gained to work through case studies and identify therapeutic implications for improved patient outcomes.
  • Demonstrate beginner application and removal of serial casting and focused rigidity techniques.
Course Outline:
  • Lecture
    -Indications and contraindications
    -Serial Casting
    -Focused Rigidity Splints
    -Therapy Implications
    -Discussion and question and answer
  • Demonstrations and Case Studies
  • Final discussion; question and answer/li>
Speaker: Lisa Warwick-Arndt, PTA, B.S. has been a physical therapist assistant with the Kennedy Krieger Institute since 2009. She received her Physical Therapist Assistant, A.A.S. degree from Anne Arundel Community College in 2009, Bachelors in Public Health from American Public University in 2018, and is pursuing a Masters in Public Health from American Public University. She received a pediatric certificate from the Aquatic Therapy and Rehabilitation Institute, 2012. Clinical interests include gait mechanics/orthotics, and aquatics.

Elizabeth Neighbors, PT, DPT is a physical therapist at the International Center for Spinal Cord Injury at Kennedy Krieger Institute. She obtained her Doctor of Physical Therapy degree from Drexel University in 2012. She serves as a clinical specialist in orthotic prescription treating patients as part of an interdisciplinary orthotics clinic at Kennedy Krieger Institute. Her clinical interests include orthotics prescription and casting, gait analysis, and robotic gait training.

Educational Credit: This course meets the criteria for two hours (0.2)by the Maryland Board of Physical Therapy Examiners
As the number of cancer survivors in the U.S. continues to grow, so does the need for PTs and PTAs who are able to address the unique needs of these patients. This course will address oncology diagnoses and medical treatment, as well as the critical role of physical therapy professionals in different settings. Cancer diagnoses that are commonly referred for physical therapy, treatment interventions, and appropriate outcome measures will also be discussed. Case studies and group discussion will help facilitate learning in this course for therapists new to the world of oncology.

Learning Objectives
  • Understand general cancer terminology and staging
  • Identify the major side effects of cancer treatment
  • List common precautions and contraindications for physical therapy interventions during and after cancer treatment
  • Understand basic principles of lymphedema management and common durable medical equipment needs for this patient population.
  • Understand general physical therapy assessments for different cancer diagnoses
  • Describe general physical therapy interventions for cancer survivors
  • Implement appropriate outcome measures
  • Understand the role of palliative and hospice care and other supportive services
Course Outline
Part I
-Introduction to oncology: common terminology, staging
-Oncology treatment: Chemotherapy, hormonal therapy, surgery, radiation; Short and long-term physical side effects
-Oncology rehabilitation: Common referrals for PT; overview of roles for inpatient, home health, and outpatient settings
-Considerations, red flags, precautions, and contraindications during and after oncology treatment
-Colorectal cancer: common diagnoses and PT interventions
-Prostate cancer: common diagnoses and PT interventions
-Gynecologic cancers: common diagnoses and PT interventions
Part II
-Lymphedema: overview of condition, PT interventions, durable medical equipment/supportive equipment needs
-Breast cancer: common diagnoses, PT interventions, case study
-Head and neck cancer: common diagnoses and PT interventions
Part III
-Neuro oncology: common diagnoses, PT interventions
-Outcome measures: gait/balance, fatigue, QOL, case study and Mini BESTtest lab
-Inpatient perspective: role of acute care therapist, discharge planning
-Palliative and hospice care: common diagnoses and PT interventions
-Supportive services for patients: indications for referral to other providers
All speakers: -Question and Answer Period

Speakers Alexandra Hill graduated from Kent State University with a B.S. in Chemistry, going on to earn her Doctor of Physical Therapy at the University of Florida and complete the Women’s Health Physical Therapy Residency at Duke University Health System. She is presently a physical therapist with Anne Arundel Medical Group, specializing in treating pelvic health, lymphedema, and oncology rehabilitation. Alexandra is a board-certified women's health clinical specialist and certified lymphedema therapist, and is also certified through the Lymphology Association of North America (LANA). In addition to her clinical work, she is a credentialed clinical instructor for physical therapy and physical therapist assistant students and has experience as a teaching assistant and guest lecturer for both the University of North Carolina and Duke University Doctor of Physical Therapy programs. Alexandra has several peer-reviewed research publications on pelvic health and oncology-related concerns. She provides lectures locally, regionally, and nationally on topics including pelvic health, sexual dysfunction, lymphedema, oncology rehabilitation, and physical therapy for the obstetric patient.

Rochelle Murrell graduated from Hampton University in 2000 with a B.S. in Biology. She then attended Virginia Commonwealth University and obtained her Doctor of Physical Therapy degree in 2005. Rochelle began her career in an outpatient physical therapy setting but then went on to work in a variety of settings over the last 15 years including outpatient, acute care, and homecare settings. Rochelle has been a certified lymphedema specialist since 2006. She has also received the Lymphology Association of North America (LANA) certification in 2013. Rochelle currently works with a hospital-based outpatient rehabilitation clinic. Rochelle has worked with a variety of outpatient diagnoses but has endeavored to use her specialized skills of lymphedema management to assist with the development and cultivation of lymphedema programs. In 2014 she married her love of lymphedema management with the care and treatment of the oncology patient populations by receiving the STAR program certification. In her current position she develops treatment plans for upper extremity, lower extremity, and head and neck lymphedema patients. She advocates for and supports improving standards of care within the realm of oncology rehab and lymphedema management. Rochelle has presented various inservices to fellow therapists, support staff, and physicians to improve the quality of care of oncology and lymphedema patients. She works closely with community groups to provide support to cancer survivors, As a lymphedema specialist, she has also presented information at the Breast Center Lecture Series regarding the Oncology Rehabilitation Programs to a group of physicians, surgeons, nurses, and technicians. She has participated in a preoperative patient education program for breast cancer patients to review lymphedema precautions and the overall post-surgical rehab process. Her experience also includes coordinating with area DME providers to assist patients with obtaining appropriate fitting compression garments and home pneumatic compression pumps to manage their lymphedema. Most recently, Rochelle has applied her knowledge and specialized skills into furthering the education of her peers through the development of a one day continuing education course that focuses on edema management for the non-lymphedema therapist.

Educational Credit: This course meets the criteria for three hours (0.3) CEUs by the Maryland Board of Physical Therapy Examiners


Presented by PT Proud - The LGBTQ+ Committee under the Global Health Special Interest Group of the Health Policy & Administration Section APTA. This course also meets the requirement by the DC Physical Therapy Licensing Board for Licensure Renewal.

Learning Objectives:


1. Identify and convey the importance of being culturally sensitive /respectful and knowledgeable with patients and students who identify as a sexual and/or gender minority
2. Be able to discuss and understand the structural and societally endorsed inequities that contribute to health and healthcare disparities for sexual and gender minority populations.
3. Differentiate current factors contributing to disparity amongst the LGBTQIA+ community in the Physical Therapy clinical and academic settings.
4. Identify applicable community resources and professional resources to assist in health education for these communities.

Course Outline
I. Introduction/speaker background
II. Terminology/Foundation of Social Determinants of Health
III. Theory Frame of Reference
IV. Structural Inequities
V. Healthcare/Health Disparities
VI. Inclusive Practices for Clinicians
VII. Inclusive Practices for Academics
VIII. Relevant Resources/Access to Updated Information
IX. Case Analysis/Discussion

SpeakersKarla Ann Bell, PT, DPT, GCS is an Associate Professor and Co-Director of Clinical Education at Thomas Jefferson University Physical Therapy. Dr. Bell’s teaching focuses around leadership and business, inclusive cultural humility, and sexual and gender minority health and curricular integration. Dr. Bell has 20+ years of clinical experience and is board certified in geriatric physical therapy. As a member of the APTA, she is active in the Health Policy section and Academy of Education. Dr. Bell serves as a co-chair of the LGBTQIA+ PT Proud Committee through the Health Policy Administration of the APTA. She presents/facilitates discussions around inclusive cultural humility practices and health care and health disparities at the local, state, and national levels. She has been invited as a guest lecturer for multiple health professions including nursing, occupational therapy, medicine, and communication disorders, and has provided on-site seminars and workshops for health systems and campus faculty/staff on the topics of intersectional cultural humility recommendations for best practice care and health profession education. Bell also provides faculty development workshops around inclusive practices for student support and curriculum integration of inclusive practices. She is currently part of two funded active educational research projects around sexual and gender minority education in the healthcare professions. Bell is pursuing her PhD in Population Health Sciences to help inform her research in this area and is a member of Academy Health.

Melissa C. Hofmann: Melissa Hofmann, MSPT, PhD, is an Assistant Professor of Physical Therapy at Regis University. She teaches in areas of Evidence Based Practice and Research, Management of Applied Physiology, and Motor Behavior. Dr. Hofmann’s educational background includes a BS/MS in Physical Therapy (D’Youville College, 2000) and a PhD in Research Methods and Statistics (University of Denver, 2016). She has 20 years of clinical experience and continues to practice as a Senior Physical Therapist at the University of Colorado Health. As a member of the APTA, she is active in the neurologic, research, health policy, and education sections. Dr. Hofmann serves as a co-chair to the board for the LGBTQ+ PT Proud Committee through the Health Policy Administration of the APTA. Additionally, she is a member of the Queer Resource Alliance (QRA) and the Anti-Hate Campaign committee at Regis University through the office of Diversity and Inclusivity that supports efforts for marginalized communities and specifically LGBTQ+ issues/events. Through the QRA, she has completed Brave Space Training to increase awareness and dialogue about sexuality and gender specific to the LGBTQIA+ community. Currently Dr. Hofmann is engaged in a SGM (Sexual and Gender Minority) National Mixed Methods Study examining LGBTQ+ cultural competence from clinical, academic and patient levels. In addition to SGM research, Dr. Hofmann has presented and facilitated discussion of research centered around Trauma Advocacy for Practitioners/Patients, Traumatic Brain Injury, and Stroke at local, state, and national levels..

Educational Credit: This course meets the criteria for three hours (0.3) CEUs by the Maryland Board of Physical Therapy Examiners


Motivational interviewing is a client-centered approach that can help you activate a client’s own motivation for change and adherence, resulting in better outcomes. Motivational interviewing is successful in both managing chronic conditions and saving health care costs. This course will help physical therapy professionals of all levels to successfully motivate a client’s own desire for change, and help identify common goals and treatment plans for clients who are complex or difficult to engage.

Learning Objectives:
  • Coming Soon
Speaker: Nicole Schechter, Psy.D. is an assistant professor and rehabilitation psychologist in the Johns Hopkins Department of Physical Medicine and Rehabilitation. She specializes in working with individuals with chronic health conditions and disability, with specific interest in working with individuals with spinal cord injury/dysfunction and chronic pain. Dr. Schechter is also an active trainer, researcher and program developer, studying provider-patient communication and the impacts on provider confidence, skills, and attitudes and patient health outcomes.

Educational Credit: This course meets the criteria for four hours (0.4) CEUs by the Maryland Board of Physical Therapy Examiners


Social media is increasingly becoming an informal entry point into the healthcare system. Research indicates potential patients are using social media to educate themselves, to discuss treatment options, including trusted practitioners, and to find support for their medical issues.
Unfortunately, the information found online or through social media can be inaccurate or misleading which may lead to exacerbations of symptoms or delay inappropriate care. Physical therapists have a unique opportunity to reshape the health information available and reduce the risk of delayed care. br> More than just a marketing endeavor, strategic and effective use of social media allows physical therapists to reach beyond the confines of the clinic walls and connect with past, present and future patients, providing evidence-based education, and influence lifestyles and healthcare choices. br> Upon completion, the participant will have the tools necessary to launch a successful social media campaign to improve the clinic census, to support patient education/compliance efforts and to advanced physical therapy as a profession.

Learning Objectives:

  • Describe the evidence for the role of social media in healthcare.
  • Choose which social media platform(s) is the most appropriate for their population.
  • Understand how to leverage live-streaming on various platforms for best results.
  • Apply time saving tactics for consistent implementation of social media campaign.
  • Design a clear social media content strategy to achieve clinical goals..
Course Outline:
Hour 1: 5 min: Need for use of social media by physical therapy practices.
15 min: Evidence for health information seeking on social media.
10 min: Survey of health information on social media.
20 min: Discussion of social media algorithms, engagement and content creation.
10 min: Activity: Create quality social media post for engagement.

Hour 2:
15 min: Choosing social media platforms for your practice.
15 min: Types of posts
25 min: How to use live streaming on different platforms.
5 min: Activity: Creating a list of live stream ideas.

Hour 3
10 min: How to be consistent with posting on social media.
20 min: Repurposing your content for maximum impact and visibility.
10 min: Key performance indicators to determine success.
10 min: Patient driven content
10 min: Activity: Create a posting plan.

SpeakerJuanita Benedict received her Doctorate of Physical Therapy in 2012 from the University of Central Florida. Since that time, she has dedicated herself and her work to understanding the most effective strategies for patient education and compliance. Working in both home health and clinical settings encouraged her develop strategies to improve compliance while also setting up patients for success and health beyond physical therapy. While an ergonomic consultant for the dental industry, Dr. Benedict created industry specific content including blogs, podcasts, articles and continuing educational course material to address the needs of dental professionals. She is honored to have the opportunity to work with manufactures, educators and other leaders in the industry to reduce the amount of injuries within the dental industry. Now, Dr. Benedict is using her knowledge of social media and patient compliance to help physical therapists establish a voice online. As the founder of PTSocial, a company dedicated to providing easily implementable strategies to leverage social media, she works with physical therapists to develop effective and engaging content to connect, educate and influence patients.

Educational Credit: This course meets the criteria for three hours (0.3) CEUs by the Maryland Board of Physical Therapy Examiners

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Cancellations and Refunds

This cancellation policy applies to all elements of the conference

  • As the courses will be available on demand following the live event, there will be no refunds given.

Energized - Engaged - Transformed