Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology

Susan K. Effgen; Sarah Westcott McCoy; Lisa A. Chiarello; Lynn M. Jeffries; Heather Bush

doi:10.1097/PEP.0000000000000197

Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology

Susan K. Effgen, Sarah Westcott McCoy, Lisa A. Chiarello, Lynn M. Jeffries, Heather Bush

Research output: Contribution to journal › Article › peer-review

24 Scopus citations

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.

Original language	English
Pages (from-to)	47-56
Number of pages	10
Journal	Pediatric Physical Therapy
Volume	28
Issue number	1
DOIs	https://doi.org/10.1097/PEP.0000000000000197
State	Published - 2016

Bibliographical note

Publisher Copyright:
Copyright © 2016 Wolters Kluwer Health, Inc.

Funding

The research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant R324A110204 to the University of Kentucky. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education. REDCap was used in the data analysis, which was supported by NIH CTSA grant UL1TR000117.

Funders	Funder number
National Institutes of Health (NIH)
U.S. Department of Education, OSERS	R324A110204
Institute of Education Sciences
National Center for Advancing Translational Sciences (NCATS)	UL1TR000117
University of Kentucky

Keywords

child/disabled
evidence-based practice/methods
health services research/methods
observational study
outcomes
physical therapy practice
research design
schools

ASJC Scopus subject areas

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

Access to Document

10.1097/PEP.0000000000000197

Cite this

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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.",

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Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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