Review of selected physical therapy interventions for school age children with disabilities

Abstract

Objectives: According to the United States Individuals with Disabilities Education Improvement Act of 2004 (PL 108–446), physical therapy for children with disabilities should be 'based on peer-reviewed research to the extent practicable'. This is consistent with the current strong emphasis on evidence-based practice in physical therapy. The purpose of this paper is to report on those physical therapy procedural interventions used for children with disabilities that have been the topic of a systematic review.

Methods: Systematic reviews of common physical therapy interventions used with school age children with disabilities were located by searching several databases.

Results: Fifteen systematic reviews of the following interventions were found: adapted seating for children with cerebral palsy; conductive education; constraint-induced movement therapy; lower extremity casting, orthoses and splints for children with neurological disorders; neurodevelopmental treatment; partial body weight supported treadmill training; passive stretching to improve range of motion; strengthening for children with cerebral palsy; and weight-bearing interventions for children with cerebral palsy. The findings of these reviews are summarised.

Discussion: The body of peer-reviewed research in physical therapy available to provide guidance for decisions about services for children with disabilities is limited. The newest interventions appear to have the strongest and most recent research support. In contrast, traditional, common interventions for children with disabilities, such as neurodevelopmental treatment and passive range of motion, have been the focus of sufficient research to justify systematic reviews, but have little evidence to support their effectiveness. Areas for further research are indicated.

Keywords:

• CHILDREN WITH DISABILITIES
• PEDIATRICS
• PEDIATRIC INTERVENTIONS
• SYSTEMATIC REVIEWS