Wynarczuk Kimberly D, Chiarello Lisa A, Gracely Edward, Effgen Susan K, Palisano Robert J, Fisher Kathleen
Department of Physical Therapy and Rehabilitation Sciences, Drexel University, Philadelphia, PA, USA.
Department of Rehabilitation Sciences, Moravian College, Bethlehem, PA, USA.
Phys Occup Ther Pediatr. 2021;41(5):485-502. doi: 10.1080/01942638.2021.1877234. Epub 2021 Feb 1.
Legislation, perspectives, and guidelines support the use of goals that address student participation in school. The purpose of this study was to determine if students with participation-based goals receive school-based physical therapy services differently and demonstrate better outcomes than students with non-participation-based goals. Secondary data analysis. School-based physical therapists ( = 109) provided services to students ( = 294) over 20 weeks. The physical therapists determined a primary goal for each student and classified this goal based on if it was ( = 181) or was not ( = 113) performed and measured within a school activity or routine (participation-based versus non-participation-based). The physical therapists documented the proportion of services provided within a school activity, on behalf of the student, and consisting of activity-focused functional activities. They also measured goal attainment and assessed participation via the School Function Assessment at the beginning and end of the study. Students with participation-based goals received a significantly greater proportion of services within a school activity than those with non-participation-based goals ( < 0.001). There was no significant difference for the remaining service variables, nor for the outcome variables. Use of participation-based goals may promote school-based physical therapy service delivery within a school activity, thus supporting best practice.
立法、观点和指南都支持使用旨在解决学生在校参与度问题的目标。本研究的目的是确定设定基于参与度目标的学生接受校内物理治疗服务的方式是否与设定非基于参与度目标的学生不同，以及前者是否能展现出更好的治疗效果。二次数据分析。校内物理治疗师（n = 109）在20周内为学生（n = 294）提供服务。物理治疗师为每个学生确定一个主要目标，并根据该目标是否在学校活动或日常活动中得以执行和衡量（基于参与度目标与非基于参与度目标）对其进行分类（基于参与度目标的学生有181名，非基于参与度目标的学生有113名）。物理治疗师记录了代表学生在学校活动中提供的服务比例，这些服务包括以活动为重点的功能性活动。他们还在研究开始和结束时通过学校功能评估来衡量目标达成情况并评估参与度。设定基于参与度目标的学生在学校活动中接受的服务比例显著高于设定非基于参与度目标的学生（P < 0.001）。在其余服务变量和结果变量方面没有显著差异。使用基于参与度的目标可能会促进在学校活动中提供校内物理治疗服务，从而支持最佳实践。
