معرفی
Kari Kretch serves as an Assistant Professor in the Department of Biokinesiology and Physical Therapy at the University of Southern California. Her academic appointments include the Learning, Development, and Rehabilitation Lab where she conducts research bridging physical therapy and developmental psychology.
Her educational background includes:
- Postdoctoral Fellowship, University of Southern California (2021)
- Doctor of Physical Therapy, University of Southern California (2019)
- PhD in Psychology, New York University (2015)
- Bachelor of Arts in Psychology, Vassar College (2007)
Dr. Kretch's research centers on perceptual-motor development in infants, with particular focus on those with or at risk for neurodevelopmental conditions like cerebral palsy. Her work investigates how sitting support, caregiver interactions, and motor skills influence cognitive development, social engagement, and learning opportunities. She examines critical developmental milestones including crawling, sitting capacity, and obstacle negotiation through both clinical and laboratory-based approaches. Her research has significant implications for early intervention strategies in pediatric physical therapy.
Recent publication trends reveal strong emphasis on translational research connecting motor development with cognitive outcomes, particularly through interventions like START-Play. Her work increasingly examines caregiver-mediated learning opportunities and the impact of therapeutic positioning on developmental trajectories in infants with motor delays.
Dr. Kretch actively contributes to clinical practice through research on therapist beliefs regarding early mobility and crawling, and provides critical updates to developmental screening protocols like "Learn the Signs. Act Early." Her work bridges foundational developmental science with practical rehabilitation applications.
She directs the Learning, Development, and Rehabilitation Lab which focuses on experimental studies of infant motor development, caregiver-infant interactions, and the development of evidence-based interventions for children with physical disabilities.
