To explore the relationships of school-based physical therapy
services to student goal achievement.
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. Using the School-Physical Therapy Interventions for Pediatrics system, therapists documented services weekly for 20 weeks. Group comparisons and logistic regressions were conducted.
For primary goals
, no documented physical therapy services were associated with exceeding goal expectation. For posture/mobility goals
, more minutes in self-care activities and services on behalf of the students were associated with exceeding goal expectation; use of cognitive and behavioral training interventions was associated with not exceeding goal expectation (P
< .05). For recreation/fitness goals
, greater use of functional strength and mobility for playground access and cognitive/behavioral interventions were associated with exceeding goal expectation (P
A limited number of physical therapy services was associated with exceeding goal expectation.