Wynarczuk Kimberly D, Chiarello Lisa A, Gohrband Catherine L
a Department of Physical Therapy & Rehabilitation Sciences , Drexel University , Philadelphia , Pennsylvania , USA.
b School of Physical Therapy , Kean University , Union , New Jersey , USA.
Phys Occup Ther Pediatr. 2017 Nov;37(4):425-443. doi: 10.1080/01942638.2017.1290009. Epub 2017 Apr 4.
The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting.
46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process.
A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation.
Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.
本研究的目的是：（1）描述学校物理治疗师制定学生目标时所采用的做法；（2）确定在学校环境中参与特定目标制定的促进因素和障碍。
46名曾参与一项关于学校物理治疗实践研究（PT计数）的学校物理治疗师完成了一份关于目标制定的问卷。对定量数据生成频率和交叉列表。使用迭代定性分析过程对开放式问题进行分析。
大多数治疗师报告称，他们经常与其他教育团队成员合作制定目标。教师、相关服务人员和家长的意见对目标制定影响最大。定性分析确定了影响基于参与的目标制定的五个主题：（1）学校理念与实践；（2）教育环境、场所和日常安排；（3）学生优势、需求和个人特点；（4）教育团队成员的支持与合作；（5）治疗师的实践与动机。
目标制定是一个复杂的过程，涉及教育团队的多个成员，并受到实践、学校环境和学生特点等许多不同方面的影响。
