a Department of Physical Therapy and Rehabilitation Sciences , Drexel University , Philadelphia , Pennsylvania , USA.
b Department of Physical Therapy , Yonsei University , Wonju , Ganwon-do , South Korea.
Phys Occup Ther Pediatr. 2019;39(3):259-275. doi: 10.1080/01942638.2018.1496965. Epub 2018 Aug 20.
: To determine whether a collaborative intervention process facilitates parent-therapist interactions. : Participants were 18 children with physical disabilities, their mothers, and 16 physical therapists. Therapists randomized to the experimental group were instructed in strategies for collaboration (working together) with parents in goal setting, planning, and implementing interventions. Family-therapist dyads participated in 6 weekly sessions. Four sessions were videotaped and combined (1st and 2nd for goal-setting/planning, 3rd and 5th for implementation) to code behaviors using Response Class Matrix. Multivariate analysis of variance was used to compare therapist and parent behaviors between groups. : Therapists in the experimental group demonstrated a higher frequency of "seeking information" ( < 0.01), "giving information" ( < 0.05), "positive behavior" ( < 0.01) and lower frequency of "child-related behavior" ( < 0.001) than therapists in the comparison group during goal-setting/planning and implementation. Parents in the experimental group demonstrated a higher frequency of "giving information" than parents in the comparison group ( < 0.01) during goal-setting/planning and implementation. : Parents and therapists in the experimental group interacted more with each other, whereas those in the comparison group focused more on the child. The collaborative strategies appear to have increased parent participation in the intervention process, which has been a challenge for physical and occupational therapists.
为了确定协作干预过程是否能促进家长-治疗师之间的互动。
参与者为 18 名患有身体残疾的儿童、他们的母亲和 16 名物理治疗师。随机分配到实验组的治疗师接受了与家长在目标设定、计划和实施干预方面合作（协作）策略的指导。家庭-治疗师二人组参加了 6 次每周的会议。其中 4 次被录像并合并（第 1 次和第 2 次用于目标设定/计划，第 3 次和第 5 次用于实施），以使用反应类矩阵对行为进行编码。使用多变量方差分析比较了组间治疗师和家长的行为。
实验组的治疗师在目标设定/计划和实施过程中表现出更高的“寻求信息”频率（<0.01）、“提供信息”频率（<0.05）、“积极行为”频率（<0.01）和更低的“儿童相关行为”频率（<0.001），而对照组的治疗师则表现出更高的“寻求信息”频率（<0.01）、“提供信息”频率（<0.05）、“积极行为”频率（<0.01）和更低的“儿童相关行为”频率（<0.001）。实验组的家长在目标设定/计划和实施过程中表现出更高的“提供信息”频率（<0.01），而对照组的家长则表现出更高的“提供信息”频率（<0.01）。
实验组的家长和治疗师之间的互动更多，而对照组的家长和治疗师则更关注孩子。协作策略似乎增加了家长对干预过程的参与度，这一直是物理治疗师和职业治疗师面临的挑战。
