Files and links (1)
PDFOpen Access (License Unspecified), Open Access
Dissertation
Characteristics of school-based physical therapists and students associated with inclusive physical therapy practices: a secondary data analysis from PT COUNTS
Doctor of Health Science (D.H.Sc.), Drexel University
Mar 2020
DOI:
https://doi.org/10.17918/00001023
Abstract
Professional guidelines and published perspectives have recognized the importance of providing inclusive school-based physical therapy services to promote positive student outcomes. Inclusive school-based physical therapy service includes those provided with other students present, within the context of school activities, and through knowledge sharing activities, including collaboration and consultation with education team members. Previous survey research has indicated school-based physical therapists believe inclusive school-based therapy services are best practice, however services are not routinely delivered in this manner. It is unclear as to why inclusive therapy provision has not been universally adopted. The purpose of this study was to determine the characteristics of school-based physical therapists and students associated with the provision of inclusive school-based therapy services. Methods: A secondary analysis of PT COUNTS data was performed, including variables about physical therapists' expertise, years of school-based experience, level of education, professional association membership, continuing education hours, and journal articles read annually; student age, level of inclusive classroom placement, and Gross Motor Function Classification System (GMFCS) level; and services provided with other students present, within the context of school activities, and through knowledge sharing activities with education team members. Results: Intercorrelations and univariate analysis of the variables yielded a single multiple regression analyzing the association of physical therapist professional association membership, student classroom placement, and student GMFCS level with services provided within the context of school activities. Lesser inclusive classroom placement was associated with more services within the context of school activities. Conclusions: The results substantiate previously published evidence about the influence of student classroom placement on inclusive therapy services. School-based PTs should consider creative strategies to extend interventions in the context of school activities available outside of the students' classrooms. Decision-making about service delivery and inclusive practices in the school-based setting appears complex and multifaceted, requiring future prospective research
Metrics
38 File views/ downloads
83 Record Views
Details
- Title
- Characteristics of school-based physical therapists and students associated with inclusive physical therapy practices
- Creators
- Michele Wiley
- Contributors
- Lisa A. Chiarello (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Health Science (D.H.Sc.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 92 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- College of Nursing and Health Professions; Drexel University; Physical Therapy (and Rehabilitation Sciences)
- Other Identifier
- 991014695543504721