A therapy-relevant casemix classification system for school-age children with disabilities
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M Dyson1, S J Duckett, F C Allen
1School of Public Health, La Trobe University, Bundoora, Victoria, Australia.
Objective:
To develop a clinically meaningful classification system of resource-homogeneous groups to describe therapy resource use for school-age children with disabilities.
Design:
Work-time allocation survey of therapy services (physical therapists, occupational therapists, and speech pathologists).
Setting:
Three main disability agencies in Western Australia. CLIENTS: All children of two agencies, a random sample of children of the third. A total of 644 clients and their services were studied.
Main Outcome Measurement:
Minutes of therapy service time expected over a 10-week school term.
Results:
Forty-six percent of the variance in a measure of time spent with clients can be explained using a classification system of nine groups, based on splitting a mobility measure (4 major groups), then the nature of primary disorder (2 subgroups), independence in self care (3 subgroups), and expressive communication (3 subgroups).
Conclusion:
This study defines a preliminary classification system for the distribution of therapy resources to school-age children with disabilities. This model has the potential to be used to purchase services on a fairer basis than traditional, historical funding methods have allowed.
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