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A Structured Goal-Setting Process to Promote Functional and Measurable Outcomes in School-Based Physical Therapy: A

Agnes McConlogue Ferro¹, Lori Quinn

¹Department of Physical Therapy (Dr Ferro), Stony Brook University, Stony Brook, New York; Department of Biobehavioral Sciences (Dr Quinn), Teachers College, Columbia University, New York, New York.

Pediatric Physical Therapy : the Official Publication of the Section on Pediatrics of the American Physical Therapy Association

|July 1, 2020

Abstract

Introduction:

Goal setting is an important component of school-based physical therapy; however, evidence suggests that therapists may not consistently write goals that are relevant, context specific, and measurable. The aims of this knowledge translation study were to evaluate implementation of a goal-setting method for school-based therapists.

Method:

This study was created to align with the Knowledge to Action framework and included 1-day training and follow-up mentorship. Goals were assessed pre- and posttraining, and questionnaires assessed barriers and facilitators.

Results:

Twenty-two physical therapists participated. Nineteen participants (90%) strongly agreed/agreed that the training helped change their perspectives about goal setting in the school environment. There was a statistically significant difference in goal quality pre- and posttraining. Therapists identified barriers and facilitators to implementation of effective goal setting in practice.

Discussion:

Results indicate that this method may be effective at improving goal writing that is relevant, context specific, and measurable in school settings.

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