Embedding Play to Enrich Physical Therapy.

Play is an active process by which an individual is intrinsically motivated to explore the self, the environment, and/or interactions with another person. For infants and toddlers, engaging in play is essential to support development across multiple domains. Infants and toddlers with or at risk of motor delays may demonstrate differences in play or challenges with engaging in play activities compared to typically developing peers.

Building Collaborative Capacity in Early Intervention Preservice Providers Through Interprofessional Education.

Purpose: Interprofessional practice within early intervention is underscored by policy, research, and recommended practices. The purpose of this study was to explore the impact of a brief interprofessional training on preservice speech-language pathology, early intervention/early childhood special education, physical therapy, and occupational therapy students' knowledge, beliefs, and attitudes about teaming and collaboration. Students' satisfaction with and perspectives of the training were also examined.

The How and the Why of Including Children: Experiential Learning in Teaching Physical Therapist Students.

Purpose: This study describes experiential learning (EL) activities with children and the rationale for using EL. Experiential learning with children in entry-level doctor of physical therapy (DPT) education has not been described.

Methods: Eighteen pediatric educators from accredited DPT programs participated in semistructured, in-depth interviews.

Experiential Learning in Pediatric Physical Therapist Education: Challenges and Facilitators.

Purpose: The purpose of this study was to conduct an in-depth investigation of physical therapist educators' challenges to and facilitators of the use of experiential learning (EL) with children. Although EL with children has been called an essential component of doctor of physical therapy (DPT) education, variability in the amount of EL used among DPT programs indicates that educators may experience different challenges and facilitators of the use of EL.

Methods: Eighteen pediatric DPT educators participated in a semistructured interview.

Experiential Learning in Pediatric Physical Therapist Education: Faculty and Student Perceptions.

Subjects: Faculty teaching pediatric content in accredited doctor of physical therapy programs was recruited; 106 responded. Students representing 20 participating programs were also invited to participate; 23 responded.

Methods: Participants received an online questionnaire including closed- and open-ended questions regarding EL with children.

Walking Performance, Physical Activity, and Validity of the Early Activity Scale for Endurance in Young Children with Cerebral Palsy.

Aims: To describe the walking performance and physical activity of children with cerebral palsy (CP) by Gross Motor Function Classification System (GMFCS) level, age, sex, and geographical location; and, to examine the concurrent validity of the 4-item Early Activity Scale for Endurance (EASE) to walking performance and physical activity scores.

Methods: Seventy-nine children with CP participated. Parents completed the 4-item EASE.

Longitudinal Change in Common Impairments in Children With Cerebral Palsy From Age 1.5 to 11 Years.

Purpose: This project aimed to determine whether change occurs over time for impairments of balance, range of motion, endurance, and strength of children with cerebral palsy, by Gross Motor Function Classification System (GMFCS) levels.

Methods: Measurements were completed in 77 children at 2 sessions (T1, T2) on average 5.8 years apart.

Validity of the Early Activity Scale for Endurance and the 6-Minute Walk Test for Children With Cerebral Palsy.

Purpose: This study aimed to describe Early Activity Scale for Endurance (EASE) scores and 6-minute walk test (6MWT) distances of children with cerebral palsy (CP) by functional ability level, sex, and age and to examine the convergent validity of the 2 tests.

Methods: A total of 708 participants with CP, Gross Motor Function Classification System (GMFCS) levels I to V, completed the EASE, and 376 of the study participants (3-12years), GMFCS levels I to III, completed the 6MWT.

Results: Children with CP vary in EASE scores and 6MWT distances based on GMFCS level and, to a lesser extent, age.

Developmental Trajectories and Reference Percentiles for the 6-Minute Walk Test for Children With Cerebral Palsy.

Purpose: The purposes of this study were to document longitudinal developmental trajectories in 6-minute walk test (6MWT) distances and to develop age-specific reference percentiles for children across different Gross Motor Function Classification System (GMFCS) levels.

Methods: A TOTAL OF: 456 children with cerebral palsy ages 3 to 12 years of, GMFCS levels I to III participated. Children's motor function was classified on the GMFCS, and children completed the 6MWT 2 to 5 times in 2 years.

Determinants of playfulness of young children with cerebral palsy.

Purpose: To identify child, family, and service determinants of playfulness of young children with cerebral palsy.

Methods: Participants were 429 children, 18-60 months. Children were divided into two groups, Gross Motor Function Classification System levels I-II and III-V.

Determinants of participation in family and recreational activities of young children with cerebral palsy.

Purpose: To test a model of child, family and service determinants of participation in family and recreational activities for young children with cerebral palsy (CP).

Methods: Participants were a convenience sample of 429 children (242 males) with CP, aged 18 to 60 months, representing all levels of the Gross Motor Function Classification System (GMFCS). Children were divided into two groups by GMFCS levels, levels I to II and levels III to V.

Determinants of self-care participation of young children with cerebral palsy.

Objective: To test a model of child, family and service determinants of self-care participation of children with cerebral palsy (CP), grouped by Gross Motor Function Classification System levels (I-II and III-V).

Methods: Participants were a convenience sample of 429 children (242 males) with CP, aged 18-60 months. Data on impairments and gross motor function were collected by reliable therapists; parents provided information about children's health conditions and adaptive behaviour.

Determinants of gross motor function of young children with cerebral palsy: a prospective cohort study.

Aim: The aim of this study was to test a model of determinants of gross motor function of young children with cerebral palsy (CP).

Method: Four hundred and twenty-nine children with CP (242 males, 187 females; mean age 3 y 2 mo, SD 11 mo) representing all levels of the Gross Motor Function Classification System (GMFCS) participated. Children in levels I to II and III to V were classified as Groups 1 and 2 respectively.

Development and validity of the early clinical assessment of balance for young children with cerebral palsy.

Objectives: Validity of the Early Clinical Assessment of Balance (ECAB), to monitor postural stability in children with cerebral palsy (CP), was evaluated.

Methods: 410 children with CP, 1.5 to 5 years old, participated.

Sharing of lessons learned from multisite research.

Purpose: To highlight key considerations for planning and implementing multisite research based on experiences and reflections in conducting a large, international, multisite study.

Description: Successes and challenges encountered throughout a multisite study process, and collective recommendations for future researchers are presented. Considerations addressed include creation of the research team and a "community of practice," study preparation and management time, approval by institutional review boards, training of future researchers, recruitment and retention of participants, and dissemination and translation of study materials to consumers.

The Move & PLAY study: an example of comprehensive rehabilitation outcomes research.

This perspective article provides an example of a study planned using guidelines for comprehensive rehabilitation outcomes research, an approach that is believed to give service providers meaningful evidence to support practice. This line of investigation has been guided by the World Health Organization's International Classification of Functioning, Disability and Health. The short title of a study under way is Move & PLAY (Movement and Participation in Life Activities of Young Children).