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Published on: January 17, 2013
Relationship of School-Based Physical Therapy Services to Student Goal Achievement
Lisa A Chiarello1, Susan K Effgen, Lynn M Jeffries
1Department of Physical Therapy and Rehabilitation Sciences (Dr Chiarello), Drexel University, Philadelphia, Pennsylvania; Department of Rehabilitation Sciences (Dr Effgen), College of Health Sciences, University of Kentucky, Lexington, Kentucky; Department of Rehabilitation Sciences (Dr Jeffries), University of Oklahoma Health Sciences, Oklahoma City, Oklahoma; Department of Rehabilitation Medicine (Dr McCoy), University of Washington, Seattle, Washington; Department of Statistics (Dr Tezanos), University of Kentucky, Lexington, Kentucky.
Purpose:
To explore the relationships of school-based physical therapy services to student goal achievement.
Methods:
One hundred nine physical therapists and 296 students participated in a practice-based study. Therapists formatted goals using goal attainment scaling and evaluated goal achievement. Using the School-Physical Therapy Interventions for Pediatrics system, therapists documented services weekly for 20 weeks. Group comparisons and logistic regressions were conducted.
Results:
For primary goals, no documented physical therapy services were associated with exceeding goal expectation. For posture/mobility goals, more minutes in self-care activities and services on behalf of the students were associated with exceeding goal expectation; use of cognitive and behavioral training interventions was associated with not exceeding goal expectation (P < .05). For recreation/fitness goals, greater use of functional strength and mobility for playground access and cognitive/behavioral interventions were associated with exceeding goal expectation (P < .05).
Conclusion:
A limited number of physical therapy services was associated with exceeding goal expectation.
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