School-Based Physical Therapy Services in the United States
Recently, Physical Therapy published research on school-based physical therapy services in the United States. A prospective observational cohort study was completed to determine the school-based services that students received and what activities and interventions physical therapists implemented. In addition, the researchers explored if services differed based on the student’s functional gross motor ability and age.
Methodology for the Study on School-Based Physical Therapy Services in the United States
Following the evidence-based research design, data was collected by physical therapists for 296 students, aged 5 to 12 years, receiving school-based physical therapy. Throughout one full school year, the 109 Physical therapists completed the School-Physical Therapy Interventions for Pediatrics data form for 20 weeks. The Gross Motor Function Classification System (GMFCS) was used to describe the students’ functional ability. The following information was collected:
- type of service delivery.
- amount of time spent on behalf of each student ie consultation versus documentation.
- minutes spent on activities.
- specific interventions that were used.
- student’s level of participation.
Results of the Study on School-Based Physical Therapy Services in the United States
The results of the study on school-based physical therapy in the United States indicated the following:
- Physical therapists provided an average of 26.7 minutes per week of direct services.
- Physical therapists provided an average of 13.1 minutes per week of services on behalf of the student.
- The average minutes spent on different activities were:
- physical education/recreation – 7.7 minutes per week.
- mobility – 6.7 minutes per week.
- sitting/standing/transitions – 6.3 minutes per week.
- Interventions were recorded as follows:
- neuromuscular – 32.5 counts per student.
- mobility – 15.3 counts per student.
- musculoskeletal – 14.4 counts per student.
- Differences existed based on GMFCS but not student age.
Conclusion
The researchers concluded that this descriptive research was completed to encourage physical therapists to reflect on the services they provide and to foster future examinations of service effectiveness. School-based physical therapy services should support the student’s academic and functional goals. Services should be based on peer-reviewed research whenever possible.
Reference: Jeffries, L. M., McCoy, S. W., Effgen, S. K., Chiarello, L. A., & Tezanos, A. G. V. (2018). Description of the Services, Activities, and Interventions Within School-Based Physical Therapist Practices Across the United States. Physical therapy. Read more here.
School-Based Physical Therapy Checklist – This is an electronic document for pediatric physical therapists in the school setting. Use this checklist to determine if a student is functional in the educational setting from a PT perspective. The checklist is divided into several categories: participation in the classroom, functional mobility in the classroom, wheelchair mobility in the classroom, functional mobility in the school, life skills, playground/physical education skills, neuromuscular status,
It is in Word format (so you can edit it) and pdf format. Print it as many times as you like to use for the students on your caseload.
This document is suitable for:
- screening for PT services
- base line data collection
- additional information for evaluations
- goal setting
FIND OUT MORE ABOUT THE SCHOOL-BASED PHYSICAL THERAPY CHECKLIST
