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School-Based Physical Therapy Services: Predicting the Gap Between Ideal and Actual Embedded Services
Valerie D Clevenger1, Lynn M Jeffries, Susan K Effgen
1Waunakee Community School District (Dr Clevenger), Waunakee, Wisconsin; Departments of Rehabilitation Sciences (Drs Jeffries and Dr Arnold) and Biostatistics and Epidemiology (Dr Chen), University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma; Department of Rehabilitation Sciences (Dr Effgen), University of Kentucky, Lexington, Kentucky.
Purpose:
To ascertain the variables predicting the gap between ideal and actual practice in embedding school-based physical therapy services.
Methods:
School-based physical therapists completed an online survey estimating ideal and actual practice of embedding physical therapy services. Predictive modeling was used to determine whether disability, interventions, goals, families, teachers, workload, billing, and/or contracts predicted the gap between estimated ideal and actual practice.
Results:
Data from 410 participants revealed that severity of students' disability, billing, written contracts, and families' preferences predicted the gap between estimated ideal and actual services. Actual practice varied based on region, APTA membership, and Academy of Pediatric Physical Therapy membership.
Conclusions:
Our model predicts the gap between estimates of ideally and actually embedding school-based physical therapy services. While 4 variables predicted the gap, further research is needed to develop a predictive model of actual practice to inform school-based physical therapy practice.
