Changing the Paradigm of School-Based Physical Therapist Service Delivery: Using Evidence to Support Intensive Intervention. Issue 1 (January 2022)

• Record Type: Journal Article
• Authors: Kinsey, Erin; Curto, Colleen; Glassman, Dana; Sundberg, Melissa; Rosemeyer, Kathryn; Rapport, Mary Jane
• Is Part Of: Pediatric physical therapy. Volume 34:Issue 1(2022)
• Publication Date: 2022-01
• Subjects: function -- power -- resistance exercise -- school-based; Physical therapy for children -- Periodicals; 615.820832
• DOI: 10.1097/PEP.0000000000000850
• Languages: English
• ISSNs: 0898-5669

Abstract

Abstract : Purpose: The purpose of this article is to highlight the paradigm shift away from the typical model of direct service delivery of consistent frequency and duration in the school setting to accommodate an intensive progressive resistive exercise intervention. School-based physical therapists describe how they applied an evidence-based intensive intervention with multiple students in an urban public school district. Summary of Key Points: The school-based physical therapists had to modify the typical service delivery model and overcome other challenges to implement this intensive intervention approach. Substantial improvements in strength and functional activities were observed in multiple students and measured across several months. Conclusions and Recommendations for Clinical Practice: An intensive intervention model appears effective and feasible in the school setting. Evidence-based intervention approaches should be considered when the student could benefit. Video Abstract: For more insights from the authors, see Supplemental Digital Content 1, available at: http://links.lww.com/PPT/A339 . Abstract : Supplemental Digital Content is Available in the Text.The purpose of this paper is to highlight the paradigm shift away from the typical model of direct service delivery of consistent frequency and duration in the school setting to accommodate an intensive progressive resistive exercise intervention