Relationship of school-based physical therapy services to student goal achievement

Lisa A. Chiarello, Susan K. Effgen, Lynn M. Jeffries, Sarah Westcott McCoy, Alejandro G.Villasante Tezanos

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)26-33
Number of pages8
JournalPediatric Physical Therapy
Volume32
Issue number1
DOIs
StatePublished - Jan 1 2020

Keywords

  • goal attainment scaling
  • goals
  • practice-based evidence
  • school-based physical therapy
  • student individualized outcomes

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Physical Therapy, Sports Therapy and Rehabilitation

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