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Outcomes for Students Receiving School-Based Physical Therapy as Measured by the School Function Assessment
Susan K Effgen1, Sarah Westcott McCoy, Lisa A Chiarello
1Department of Rehabilitation Sciences (Dr Effgen), University of Kentucky, Lexington; Department of Rehabilitation Medicine (Dr Westcott McCoy), University of Washington, Seattle; Department of Physical Therapy and Rehabilitation Sciences (Dr Chiarello), Drexel University, Philadelphia, Pennsylvania; Department of Rehabilitation Sciences (Dr Jeffries), University of Oklahoma Health Sciences, Oklahoma City; Department of Biostatistics (Ms Starnes and Dr Bush), College of Public Health, University of Kentucky, Lexington.
School-based physical therapy improved student outcomes on the School Function Assessment (SFA). Younger students and those with better gross motor skills showed the most improvement.
Area of Science:
- Pediatric Physical Therapy
- Educational Psychology
- Developmental Pediatrics
Background:
- School-based physical therapy is crucial for students with disabilities.
- The School Function Assessment (SFA) measures functional abilities in school settings.
- Understanding factors influencing SFA outcomes is essential for effective interventions.
Purpose of the Study:
- To evaluate School Function Assessment (SFA) outcomes after 6 months of school-based physical therapy.
- To determine the impact of student age on SFA outcomes.
- To investigate the influence of gross motor function on SFA results.
Main Methods:
- 109 physical therapists and 296 students (ages 5-12) with disabilities participated across 28 states.
- Therapists administered 10 SFA scales at the beginning and end of the school year.
- Data analysis focused on changes in SFA scores, considering age and Gross Motor Function Classification System (GMFCS) levels.
Main Results:
- Student SFA scores remained stable for 46%-59% and improved for 37%-51% of participants.
- Greatest improvements were observed in Participation and Maintaining/Changing Positions.
- Younger students (5-7 years) and those with higher gross motor function (GMFCS I-III) demonstrated greater score changes on multiple scales.
Conclusions:
- School-based physical therapy positively impacts student functional abilities as measured by the SFA.
- The SFA may be less sensitive in detecting changes for older students and those with lower functional mobility.
- Age and gross motor function are significant factors influencing the responsiveness of the SFA to physical therapy interventions.
