Parents' Perspectives on the Application of Home Activities in Early Intervention.

This study explored parents' successes, challenges, and recommendations in relation to the application of home activities in early intervention. An electronic survey was prepared with Qualtrics software and distributed to parents of children with motor delays. Three open-ended questions were included at the end of the survey.

Regional Differences in School-Based Physical Therapy Practice for Students Who Made Progress on 2 Outcome Measures.

Purpose: This study examined whether regional differences exist in the provision of school-based physical therapy services for students who achieved positive progress and explored relationships between student outcomes and school-based physical therapy.

Methods: Physical therapists developed student goals using Goal Attainment Scaling (GAS) and administered the School Function Assessment (SFA). Therapists documented activities, interventions, and type of service delivery provided weekly.

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

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.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.

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

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. Secondary data analysis.

Parental Adherence to Home Activities in Early Intervention for Young Children With Delayed Motor Development.

Objective: The purpose of this study was to investigate the relationship between characteristics of home activities and coaching practices with the adherence of parents of children with motor delays to home activities provided by physical therapists and occupational therapists in early intervention.

Methods: An online survey study was developed and distributed to physical therapists and occupational therapists across the United States. A survey flier was posted online in parent support groups, physical and occupational therapy groups, newsletters, and organizations supporting parents of children with disabilities.

School-Based Physical Therapy Services: Predicting the Gap Between Ideal and Actual Embedded Services.

Purpose: To ascertain the variables predicting the gap between ideal and actual practice in embedding school-based physical therapy services.

Methods: School-based physical therapists completed an online survey estimating ideal and actual practice of embedding physical therapy services. Predictive modeling was used to determine whether disability, interventions, goals, families, teachers, workload, billing, and/or contracts predicted the gap between estimated ideal and actual practice.

Challenges Faced by Therapists Providing Services for Infants With or at Risk for Cerebral Palsy.

Objective: The purpose of this study was to identify the challenges physical therapists (PTs) and occupational therapists (OTs) have in providing early intervention (EI) for infants with or at risk for cerebral palsy.

Methods: Therapists' responses to an open-ended question were collected via survey that was distributed to EI providers and analyzed using content analysis.

Results: The primary self-reported barriers to PT/OT EI services had 5 themes: (1) inadequate communication and collaboration, (2) challenges in coordination with family, (3) policy limitations, (4) meeting the child's individual medical needs, and (5) unequal access to resources.

Relationship of School-Based Physical Therapy Services to Student Goal Achievement.

Purpose: To explore the relationships of school-based physical therapy services to student goal achievement.

Methods: One hundred nine physical therapists and 296 students participated in a practice-based study. Therapists formatted goals using goal attainment scaling and evaluated goal achievement.

Early Intervention Therapy Services for Infants With or at Risk for Cerebral Palsy.

Objective: The purpose of this study was to explore the practices physical therapists and occupational therapists use in early intervention (EI) for infants with or at risk for cerebral palsy (CP).

Methods: A survey was disseminated nationally to EI providers using an online anonymous link.

Results: Two hundred sixty-nine therapists completed at least 50% of the survey.

School-Based Physical Therapists' Experiences and Perceptions of How Student Goals Influence Services and Outcomes.

Individualized goals are the foundation for physical therapy services and outcomes. This research describes school-based physical therapists' (PTs) experiences and perceptions of how student goals impact services and outcomes. Twenty school-based PTs participated in one of five semi-structured focus groups on goal development and use.

Description of the Services, Activities, and Interventions Within School-Based Physical Therapist Practices Across the United States.

Background: Students with disabilities receive school-based physical therapy services under the Individuals with Disabilities Education Improvement Act of 2004. Little research exists regarding therapy services in schools.

Objective: This study explored the school-based services that students received and the activities and interventions that physical therapists implemented, and determined if services differed based on the student's functional gross motor ability and age.

School-based physical therapy services and student functional performance at school.

Aim: We explored relationships of school-based physical therapy to standardized outcomes of students receiving physical therapy.

Method: Using a practice-based evidence research design, School Function Assessment (SFA) outcomes of 296 students with disabilities (mean age 7y 4mo [standard deviation 2y]; 166 males, 130 females), served by 109 physical therapists, were explored. After training, therapists completed 10 SFA scales on students at the beginning and end of the school year.

Outcomes for Students Receiving School-Based Physical Therapy as Measured by the School Function Assessment.

Purpose: To describe School Function Assessment (SFA) outcomes after 6 months of school-based physical therapy and the effects of age and gross motor function on outcomes.

Methods: Within 28 states, 109 physical therapists and 296 of their students with disabilities, ages 5 to 12 years, participated. After training, therapists completed 10 SFA scales on students near the beginning and end of the school year.

Student Outcomes of School-Based Physical Therapy as Measured by Goal Attainment Scaling.

Purpose: The main purposes were to describe individualized outcomes of students receiving school-based physical therapy and determine if goal attainment differed by gross motor ability and age.

Methods: One hundred nine physical therapists and 296 students participated. At the beginning of the school year, therapists translated students' Individualized Education Program goals into subgoals using Goal Attainment Scaling and determined students' Gross Motor Functional Classification System level.

Physical Therapy-Related Child Outcomes in School: An Example of Practice-Based Evidence Methodology.

Purpose: To describe the use of practice-based evidence research methodology in a prospective, multisite observational study to investigate changes in students' participation in school activity, self-care, posture/mobility, recreation/fitness, and academic outcomes, and the relationships of these changes to characteristics of school-based physical therapy.

Methods: One hundred nine physical therapists completed the training and data collection and 296 students, 5 to 12 years of age (mean age = 7.3 years) had 6 months of complete data.

Physical Therapists' Perceptions of School-Based Practices.

Aims: Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry.

Methods: Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice.

Nationwide survey of school-based physical therapy practice.

Purpose: The Individuals with Disabilities Education Improvement Act and related literature have implications for school-based physical therapy. This study examined therapists' reports of their actual practice, compared with literature-based recommendations for "ideal" practice, and explored their conceptions of ideal practice.

Methods: Participation in an online survey was requested of school-based physical therapists.

Factors influencing physical therapists' involvement in preschool transitions.

Background: Families and children receiving early intervention services benefit from service provider involvement during the transition to preschool special education services.

Objectives: This study sought to determine the factors that physical therapists working in early intervention services and/or preschools identified as supportive of their involvement, and associated with their perceived involvement, in transition planning for young children with disabilities moving from early intervention to preschool services.

Design: A cross-sectional survey was used.

Factors associated with therapists' involvement in children's transition to preschool.

We identified factors associated with occupational therapists' involvement as children receiving early intervention services transition into preschool. A survey was sent to members of the American Occupational Therapy Association's School System Special Interest Section. The highest ranked factor for respondents in early intervention was understanding their role (mean [M]= 4.

Occurrence of gross motor behaviors and attainment of motor objectives in children with cerebral palsy participating in conductive education.

This exploratory study investigated the frequency of occurrence of gross motor behaviors by nine children with cerebral palsy (CP) participating in an 11-month conductive education (CE) program and the attainment of their gross motor objectives. The intervention team determined gross motor objectives for each child. Activities to achieve those objectives were fully integrated into the child's daily routines.

Effect of sensorimotor groups on gross motor acquisition for young children with Down syndrome.

Purpose: To examine whether participation in sensorimotor groups and individual intervention resulted in greater improvements in motor skill acquisition than solely individual intervention for young children with Down syndrome.

Methods: Ten children with Down syndrome, 13 to 29 months of age, participated. Children in both groups received individual intervention, and children in the intervention group participated in 10 weekly sensorimotor groups.