Effgen Susan K, McCoy Sarah Westcott, Chiarello Lisa A, Jeffries Lynn M, Bush Heather
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.
Pediatr Phys Ther. 2016 Spring;28(1):47-56. doi: 10.1097/PEP.0000000000000197.
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.
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.
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.
描述在一项前瞻性、多地点观察性研究中基于实践的证据研究方法的应用，以调查学生在学校活动参与、自我护理、姿势/移动性、娱乐/健身以及学业成绩方面的变化，以及这些变化与校内物理治疗特征之间的关系。
109名物理治疗师完成了培训和数据收集，296名5至12岁（平均年龄 = 7.3岁）的学生有6个月的完整数据。治疗师在学年开始和结束时为学生完成了个性化（目标达成量表）和标准化（学校功能评估）的结局测量，并在这一年中每周收集有关为学生提供和代表学生提供的服务的数据。
这种研究设计能够对与校内实践相关的复杂研究问题进行调查。本研究的结果将在稍后报告，应通过提供有关哪些活动、干预措施和服务会影响学生结局的指导，对校内治疗产生影响。
