Regional Differences in School-Based Physical Therapy: Examination of Therapist and Student Characteristics, Service Delivery, Activities, Interventions, and Outcomes

Abstract

Aims

The aim of this study was to examine regional differences in school-based physical therapy practice focusing on the attributes of the school-based physical therapists and students; service delivery approaches, activities, and interventions; and student outcomes. Recognition of regional practices may decrease unnecessary variations, and assist with therapist clinical decision making and efforts to implement evidence-informed practice.

Methods

A secondary data analysis of the PT COUNTS data was performed to compare physical therapist and student attributes; service delivery, activities, and interventions; and student outcomes across the Northeast, Southeast, Central, and Northwest regions of the United States.

Results

Differences in the physical therapist and student characteristics, service delivery, activities, and interventions existed across the regions. There were no regional differences in outcomes when controlling for student functional level.

Conclusion

Regional differences in school-based practices may be expected and indicative of the influence of contextual factors including state and local policies and procedures that shape school-based service delivery and the characteristics of the therapists and students. Regional differences in practices may not have been of sufficient clinical magnitude to alter outcomes. Physical therapists can use the findings to reflect upon their individual decision making and practices.

KEYWORDS:

• School-based physical therapy
• educational setting
• school-based services
• regional differences
• interventions
• outcomes

Acknowledgments

The authors would like to acknowledge and thank the primary investigators of the PT COUNTS study: Susan Effgen, PT, PhD, FAPTA, Sara Westcott-McCoy, PT, PhD, FAPTA, Lynn Jeffries, PT, DPT, PhD, PCS, and Lisa A. Chiarello, PT, PhD, FAPTA.

Disclosure statement

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

Additional information

Notes on contributors

Michele Wiley

Michele Wiley, PT, DPT, DHSc, PCS, is a Physical Therapist and an Assistant Professor and Associate Director in the Division of Physical Therapy at Shenandoah University in Leesburg, VA, USA. Dr. Wiley completed this study in partial fulfillment of requirements for a DHSc while a student at Drexel University.

Lisa A. Chiarello

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

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 in Lexington, KY, USA.

Lynn M. Jeffries

Lynn M. Jeffries, PT, DPT, PhD, PCS, is a Physical Therapist and an Associate Professor and Director of Clinical Education in the Department of Rehabilitation Sciences at the University of Oklahoma Health Sciences Center in Oklahoma City, OK, USA.