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School-based physical therapy services and student functional performance at school.

Sarah Westcott Mccoy1, Susan K Effgen2, Lisa A Chiarello3

  • 1Department of Rehabilitation Medicine, University of Washington, Seattle, WA, USA.

Developmental Medicine and Child Neurology
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PubMed
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This summary is machine-generated.

School physical therapy focusing on active mobility and student engagement improves outcomes. Emphasizing active movement practice and motor learning interventions enhances student participation and daily living skills.

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Area of Science:

  • Pediatric physical therapy research.
  • Evidence-based practice in education.
  • Rehabilitation sciences.

Background:

  • School-based physical therapy is crucial for students with disabilities.
  • Standardized outcome measures are needed to evaluate therapy effectiveness.
  • Understanding the relationship between interventions and outcomes is essential for optimizing services.

Purpose of the Study:

  • To explore the relationships between school-based physical therapy services and standardized student outcomes.
  • To identify specific interventions and student participation levels that predict functional improvements.
  • To inform clinical practice and service delivery for pediatric physical therapy in schools.

Main Methods:

  • A practice-based evidence research design was employed.
  • Data from 296 students with disabilities and 109 physical therapists were analyzed.
  • The School Function Assessment (SFA) and the School-Physical Therapy Interventions for Pediatrics (S-PTIP) system were utilized.

Main Results:

  • Predictors of SFA outcomes varied, with R² ranging from 0.107 to 0.326.
  • Positive correlations with SFA outcomes included mobility, sensory, and motor learning interventions, and higher student participation.
  • Negative correlations were observed with group services, in-school activities, and specific interventions like positioning and sensory integration.

Conclusions:

  • Emphasis on active mobility practice and motor learning interventions is recommended.
  • Engaging students actively within therapy sessions is linked to improved outcomes.
  • Service delivery should consider outcome-focused approaches to maximize student functional gains.