Participation-Based Student Goals in School-Based Physical Therapy Practice: Influence on Service Delivery and Outcomes

Abstract

Aims: 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.

Methods: Secondary data analysis. School-based physical therapists (n = 109) provided services to students (n = 294) over 20 weeks. The physical therapists determined a primary goal for each student and classified this goal based on if it was (n = 181) or was not (n = 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.

Results: Students with participation-based goals received a significantly greater proportion of services within a school activity than those with non-participation-based goals (p < 0.001). There was no significant difference for the remaining service variables, nor for the outcome variables.

Conclusions: Use of participation-based goals may promote school-based physical therapy service delivery within a school activity, thus supporting best practice.

Keywords:

• Participation
• physical therapy services
• school-based physical therapy
• student goals
• student outcomes

Acknowledgments

The authors thank the other members of the PT COUNTS study team, including Drs. Sarah Westcott McCoy (University of Washington) and Lynn Jeffries (University of Oklahoma Health Sciences).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

PT COUNTS was funded by a grant from the U.S. Department of Education, Institute of Education Sciences, R324A110204.

Notes on contributors

Kimberly D. Wynarczuk

Kimberly D. Wynarczuk, PT, PhD, PCS, MPH is a Physical Therapist and an Assistant Professor in the Department of Rehabilitation Sciences at Moravian College.

Lisa A. Chiarello

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

Edward Gracely

Edward Gracely, PhD is an Associate Professor in the Department of Epidemiology and Biostatistics and the Department of Family, Community, and Preventive Medicine at Drexel University.

Susan K. Effgen

Susan K. Effgen, PT, PhD, FAPTA is a Physical Therapist and is a Professor Emerita in the Department of Physical Therapy at the University of Kentucky.

Robert J. Palisano

Robert J. Palisano, PT, ScD, FAPTA is a Physical Therapist and a Distinguished Professor Emeritus in the Department of Physical Therapy and Rehabilitation Sciences at Drexel University.

Kathleen Fisher

Kathleen Fisher, PhD, CRNP is a Nurse and a Professor in the Doctoral Nursing Programs at Drexel University.