Susan K Effgen1, Sarah Westcott McCoy, Lisa A Chiarello, Lynn M Jeffries, Heather Bush. 1. Department of Rehabilitation Sciences (Dr Effgen), College of Health Sciences, University of Kentucky, Lexington, Kentucky; Department of Biostatistics (Dr Bush), College of Public Health, University of Kentucky, Lexington, Kentucky; Department of Rehabilitation Medicine (Dr McCoy), School of Medicine, University of Washington, Seattle; Physical Therapy and Rehabilitation Sciences Department (Dr Chiarello), College of Nursing and Health Professions, Drexel University, Philadelphia, Pennsylvania; and Department of Rehabilitation Sciences (Dr Jeffries), College of Allied Health, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.
Abstract
PURPOSE: To describe the use of practice-based evidence research methodology in a prospective, multisite observational study to investigate changes in students' participation in school activity, self-care, posture/mobility, recreation/fitness, and academic outcomes, and the relationships of these changes to characteristics of school-based physical therapy. METHODS: One hundred nine physical therapists completed the training and data collection and 296 students, 5 to 12 years of age (mean age = 7.3 years) had 6 months of complete data. Therapists completed individualized (Goal Attainment Scaling) and standardized (School Function Assessment) outcome measures for students at the beginning and end of the school year and during the year collected weekly data on services to and on behalf of the students. SUMMARY: This research design enabled the investigation of complex research questions related to school-based practice. The findings of this study, to be reported later, should influence school-based therapy by providing guidance related to what activities, interventions, and services influence student outcomes.
PURPOSE: To describe the use of practice-based evidence research methodology in a prospective, multisite observational study to investigate changes in students' participation in school activity, self-care, posture/mobility, recreation/fitness, and academic outcomes, and the relationships of these changes to characteristics of school-based physical therapy. METHODS: One hundred nine physical therapists completed the training and data collection and 296 students, 5 to 12 years of age (mean age = 7.3 years) had 6 months of complete data. Therapists completed individualized (Goal Attainment Scaling) and standardized (School Function Assessment) outcome measures for students at the beginning and end of the school year and during the year collected weekly data on services to and on behalf of the students. SUMMARY: This research design enabled the investigation of complex research questions related to school-based practice. The findings of this study, to be reported later, should influence school-based therapy by providing guidance related to what activities, interventions, and services influence student outcomes.
Authors: Valerie D Clevenger; Lynn M Jeffries; Susan K Effgen; Sixia Chen; Sandra H Arnold Journal: Pediatr Phys Ther Date: 2020-04 Impact factor: 1.452