Goal Development Practices of Physical Therapists Working in Educational Environments

ABSTRACT

Aims: The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting. Methods: 46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. Results: A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation. Conclusion: Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.

KEYWORDS:

• Collaboration
• goal development
• physical therapy
• participation-based goals
• school-based practice
• special education

Acknowledgments

The authors would like to acknowledge and thank the school-based physical therapists who participated in this survey; 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, PCS, FAPTA; and Kimberly D. Wynarczuk's PhD dissertation committee who reviewed the results of this study: Bob Palisano, PT, ScD, FAPTA, Ed Gracely, PhD, and Kathleen Fisher, PhD, CRNP.

Declaration of Interest

The authors alone are responsible for the content and writing of the article.

Funding

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

About the Authors

Kimberly D. Wynarczuk, PT, DPT, PCS, MPH, CHES, is a PhD candidate in the Department of Physical Therapy and Rehabilitation Sciences, Drexel University, Philadelphia, Pennsylvania, and an Assistant Professor in the School of Physical Therapy at Kean University in Union, New Jersey. Lisa A. Chiarello, PT, PhD, PCS, FAPTA, is a Professor in the Department of Physical Therapy and Rehabilitation Sciences, Drexel University, Philadelphia, Pennsylvania. Catherine L. Gohrband is a lecturer and doctoral student in the College of Health Sciences, University of Kentucky, Lexington, Kentucky.

Notes

1 The full questionnaire is available upon request to the corresponding author.