TY - JOUR
T1 - Relationship of school-based physical therapy services to student goal achievement
AU - Chiarello, Lisa A.
AU - Effgen, Susan K.
AU - Jeffries, Lynn M.
AU - McCoy, Sarah Westcott
AU - Tezanos, Alejandro G.Villasante
N1 - Funding Information:
Grant Support: The research was supported by the Institute of Education Sciences, US Department of Education, Grant R324A110204 to the University of Kentucky. REDCap was used in the data analysis, which was supported by NIH CTSA grant number UL1TR0001998. The opinions expressed are those of the authors and do not represent views of the US Department of Education or NIH. The authors declare no conflicts of interest.
Funding Information:
Grant Support: The research was supported by the Institute of Education Sciences, US Department of Education, Grant R324A110204 to the University of Kentucky. REDCap was used in the data analysis, which was supported by NIH CTSA grant number UL1TR0001998. The opinions expressed are those of the authors and do not represent views of the US Department of Education or NIH.
Publisher Copyright:
Copyright © 2020 Academy of Pediatric Physical Therapy of the American Physical Therapy Association. Unauthorized reproduction of this article is prohibited.
PY - 2020/1/1
Y1 - 2020/1/1
N2 - 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.
AB - 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.
KW - goal attainment scaling
KW - goals
KW - practice-based evidence
KW - school-based physical therapy
KW - student individualized outcomes
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U2 - 10.1097/PEP.0000000000000662
DO - 10.1097/PEP.0000000000000662
M3 - Article
C2 - 31815923
AN - SCOPUS:85076875313
SN - 0898-5669
VL - 32
SP - 26
EP - 33
JO - Pediatric Physical Therapy
JF - Pediatric Physical Therapy
IS - 1
ER -