Agnes McConlogue Ferro, PT, DPT
Board Certified Pediatric Clinical Specialist
Agnes received her Master of Arts in Physical Therapy from Touro College. Despite initial intentions of providing physical therapy for fellow dancers, she found her true passion was working with children. She was a physical therapist for the New York City Department of Education (NYCDOE) for more than 10 years, working with children with a broad range of diagnoses and ages. Agnes completed a Leadership and Education for Neurodevelopmental Disabilities (LEND) Fellowship at Westchester Institute for Human Development and earned a Pediatric Certification in Neurodevelopmental Treatment. She shared her advanced knowledge and skill base with new graduates through the NYCDOE Senior Instructional Therapist Program. She also played a strong role in initiating the clinical affiliation sites at the NYCDOE for multiple PT educational programs. In 2012, Agnes earned APTA Board Certification as a Clinical Specialist in Pediatric PT (PCS) and completed 2 terms on the APTA's Specialization Academy of Content Experts (SACE) for pediatrics. Agnes completed the Academy of Pediatric Physical Therapy’s Knowledge Broker Network (KBNet) training in 2018.
In 1998, the National Dance Institute (NDI) offered Agnes an opportunity to combine her love of dance with her love for children by starting an inclusionary dance program in a NYC school. She was honored to receive the Teacher of the Year award in 2000. Her relationship has continued with NDI and she is the Co-creator/Director of the DREAM Project (Dancers Realize Excellence through Arts and Movement): an inclusion-based movement program focusing on collaboration and participation. This collaboration involves Stony Brook University PT students who volunteer during the DREAM project’s week long camp, currently offered annually in February and August. Agnes was honored to present her poster entitled, “Dancers Realize Excellence through Arts and Movement (DREAM): An inclusive dance program to promote participation in children with developmental disabilities,” at the APTA IV STEP conference in July, 2016.
Agnes joined the PT program at New York Medical College in 1997 as a Clinical Faculty Associate serving as adjunct and lecturer in the pediatric coursework. After moving to Long Island in 2005, she served as an adjunct faculty member in the DPT Program at Stony Brook University, and was honored to receive the Adjunct Faculty Honor Award in 2008. She is currently a Clinical Associate Professor responsible for pediatric curriculum. Agnes works clinically in private practice serving children from Suffolk County to New York City.
Agnes’ initial interest in research has been analysis of physical therapy goal-writing in the school setting. This work has been funded through a grant by the New York Physical Therapy Association and was published in the text, Physical and Occupational Therapy in Pediatrics in 2009. Agnes has also authored the chapter, “Documentation in Pediatrics” in Documentation for Rehabilitation: A Guide to Clinical Decision Making, by Quinn & Gordon.
Agnes, in collaboration with Dr. Lori Quinn from Teachers College, Columbia University, is in the data analysis phase of two IRB approved studies:
- Utilization of a structured goal-setting process to promote functional and measurable outcomes in school-based physical therapy
- Dancers Realize Excellence through Arts and Movement (DREAM): An inclusive dance program to promote participation in children with developmental disabilities
McConlogue Ferro A, Quinn L, Gaynor-Wood K, Barry A. (2018) Dancers Realize Excellence through Movement (DREAM): An inclusive program to promote participation in children with developmental disabilities. Exemplary Programs and Approaches, Vol. 4. The Kennedy Center, NY.
McConlogue A & Quinn L. (2016) Documentation in Pediatrics. In L. Quinn & J. Gordon Documentation for Rehabilitation: A Guide to Clinical Decision Making in Physical Therapy (3rd edition), pp. 203-226, Saunders.
Quinn L & McConlogue A. (2010) Documentation in Pediatrics. In L. Quinn & J. Gordon. Documentation for Rehabilitation: A Guide to Clinical Decision Making (2nd edition), pp. 159-175, Saunders.
Quinn L & McConlogue A. (2009) Analysis of Physical Therapy Goals in a School-based Setting: A Pilot Study. Physical and Occupational Therapy in Pediatrics. 20(2), pp.154-169.
Quinn L & McConlogue A. (2003) Specialized Documentation. In L. Quinn & J. Gordon. Functional Outcomes, Documentation for Rehabilitation. pp. 141-146, Saunders.
Funded Grant Activity
McConlogue, A. and Roffman, M. Analysis of physical therapy goals in the school setting. Award by NYPTA in 2000.
McConlogue A, Quinn L, Gaynor K, and Barry A. (November 2019-accepted) “P” for Participation: Lessons learned from Dancers Realize Excellence through arts and Movement (DREAM), an inclusive and collaborative dance program. Academy of Pediatric Physical Therapy 2019 Annual Conference, Annaheim, CA.
McConlogue A. (2018) Giving voice to the DREAMers: Results from an inclusive-based dance program. The Kennedy Center, Arts and Special Education Conference, Atlanta, GA.
McConlogue A, Gaynor K, and Barry A. (2018) Everyone can cance! Pursuing artistic excellence with children with disabilities. The Kennedy Center, Arts and Special Education Conference, Atlanta, GA.
McConlogue A, Gaynor K. (2016) Everyone can dance! Pursuing artistic excellence with children with disabilities. Arts in Education, Face to Face conference, New York, N.Y.
McConlogue A, Quinn L. (2014) Goals that drive intervention: What is relevant and realistic? Annual Therapies in the School Conference, Framingham, MA.
McConlogue A, Quinn L. (2014) Writing Meaningful, Measurable and Attainable Goals: Why it Matters! Annual Therapies in the School Conference, Framingham, MA.