Strengthening exercises for the lumbar extensor musculature represent the most common form of exercise therapy employed by physical therapists in clinical management of adults with chronic low back pain (CLBP). Despite the popularity of lumbar extensor strengthening exercises, the dose response relationship for lumbar extensor strengthening exercise in the clinical management of CLBP is not well established and specific guidelines to assist physical therapists in the prescription of lumbar extensor strengthening exercises for this population have not been fully developed. The primary aim of this investigation was to contribute to the understanding of the dose response relationship for lumbar extensor strengthening exercise in the clinical management of adults with CLBP. This objective was achieved by conducting a retrospective analysis of medical records from a cohort of adults with CLBP who completed a structured protocol of physical therapist supervised lumbar extensor strengthening exercises over a 5 year period at a hospital based outpatient rehabilitation center. After controlling for heterogeneity in baseline demographic and clinical characteristics, the results of the statistical analysis procedures suggested that performance of the exercise protocol once weekly for 12 weeks was associated with clinically meaningful improvements in pain intensity, perceived disability, and lumbar extensor function. There was insufficient evidence to conclude that higher training frequencies were necessarily associated with better clinical outcomes. The adults with CLBP most likely to benefit from the structured protocol of lumbar extensor strengthening exercises were those individuals who demonstrated the greatest deficits in lumbar extensor function during their baseline performance testing procedures.

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

A formal dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [Physical Therapy].

<p> The purpose of the present study was to investigate the effect environment has upon the conversational ability of an individual with traumatic brain injury. Cognitive and linguistic aspects of language were explored. Administration was conducted through engagement in two conversational samples, one of which took place in a controlled, clinical environment and the other in a naturalistic setting (i.e., dual indoor/outdoor environment). The conversational samples were compared to each other and held in reference to the administrator&rsquo;s sample for baseline data. Data were collected and analyzed using descriptive statistics. Results found that unsupported environmental conditions presenting with distractions served to exacerbate the participant&rsquo;s cognitive-communicative impairments. Results and clinical implications are discussed.</p>

<p> The purpose of the study was to determine whether the completion of a parent education, training and coaching program would increase expressive language in toddlers diagnosed with developmental delay. A secondary purpose was to determine whether parents would demonstrate increased knowledge in and ability to execute language facilitation strategies following the completion of the training program. The parent attended three education sessions, and the parent-child dyad participated in weekly training and coaching sessions. Results indicated an increase in expressive language (i.e., both gesture use and verbal expression) for the child-participant, following the completion of the parent training programs. The results indicated an increase in the parent-participant's use of language facilitation strategies; however, this did not carry-over to the generalization phase. Further research is necessary to help create a systematic program to effectively train parents as co-interventionists for toddlers.</p>

No description available.

No description available.