School-Based Physical Therapists’ Experiences and Perceptions of How Student Goals Influence Services and Outcomes

Abstract

Aims: Individualized goals are the foundation for physical therapy services and outcomes. This research describes school-based physical therapists’ (PTs) experiences and perceptions of how student goals impact services and outcomes. Methods: Twenty school-based PTs participated in one of five semi-structured focus groups on goal development and use. Therapists were recruited from 113 therapists who participated in a study of school-based physical therapy outcomes. Two researchers conducted thematic analysis of written transcriptions of audio recordings to identify qualitative themes; a third researcher reviewed the analysis. Results: Four themes emerged related to how goals impact services: (1) the nature of services, (2) intervention strategies, (3) teaming, and (4) flexibility of services. Three themes emerged related to how goals impact outcomes: (1) natural linkages among goals, services, and outcomes; (2) goals impact teaming to achieve outcomes; and (3) specifics of the goal matter. Therapists also reported a range of student and environmental factors that impact services and outcomes. Conclusions: Therapists perceive that goals influence services and outcomes in complex ways, especially due to the flexibility and individualization needed in school-based practice. This study helps school-based PTs understand and reflect on how individualized goals influence services and optimize student outcomes.

Keywords:

• Focus groups
• physical therapy services
• qualitative research
• school-based physical therapy
• student goals
• student outcomes

Acknowledgments

The authors thank the rest of the PT COUNTS study team, including Sarah Westcott McCoy (University of Washington) and Lynn Jeffries (University of Oklahoma Health Sciences), for their assistance with IRB approvals and participant recruitment. The authors also thank Mohammed Alghamdi, PhD candidate at Drexel University, for his technical assistance with the focus group meetings.

Disclosure statement

No potential conflict of interests was reported by the authors.

Additional information

Notes on contributors

Kimberly D. Wynarczuk

Kimberly D. Wynarczuk, PT, PhD, MPH, is a board-certified clinical specialist in pediatric physical therapy and an Assistant Professor in the School of Physical Therapy, Kean University, Union, NJ, USA. At the time of this research Dr. Wynarczuk was a PhD candidate in the Department of Physical Therapy and Rehabilitation Sciences, Drexel University, Philadelphia, PA, USA.

Lisa A. Chiarello

Lisa A. Chiarello, PT, PhD, FAPTA, is a Professor in the Department of Physical Therapy and Rehabilitation Sciences, Drexel University, Philadelphia, PA, USA.

Kathleen Fisher

Kathleen Fisher, PhD, CRNP, is a Professor of Nursing in the College of Nursing and Health Professions, Drexel University, Philadelphia, PA, USA.

Susan K. Effgen

Susan K. Effgen, PT, PhD, FAPTA, is a Professor in the Department of Rehabilitation Sciences, College of Health Sciences, University of Kentucky, Lexington, KY, USA.

Robert J. Palisano

Robert J. Palisano, PT, ScD, FAPTA, is Associate Dean for Research and Distinguished Professor in the Department of Physical Therapy and Rehabilitation Sciences, College of Nursing and Health Professions, Drexel University, Philadelphia, PA, USA.

Ed J. Gracely

Ed J. Gracely, PhD, is Associate Professor in the College of Medicine and the School of Public Health, Drexel University, Philadelphia, PA, USA.