School Based PT Flashcards
Related Services: provided “as may be required to assist a child with disability to benefit from special education”
Transportation
Speech-language pathology
Audiology
Psychological services
PT
OT
Recreation
Medical and counseling services
Role of PT in school-based system
Required to assist child with a disability to benefit from special education
PT that can help children
Explore the env’t
Perform activities of daily living
Improve function in school
Prepare for vocational training
Improve physical fitness to be better prepared to learn and participating in a full life after school
Eligibility for Related Services
- Those who receive EI
Do not necessarily qualify for special education and related services
Eligibility for Related Services
- a child who does not qualify for special education
May still qualify for related services, which are then provided in a general educational setting
Eligibility for Related Services
- What would a child need for special education and related service?
Educational need
(state specific guidelines to determine a student’s educational need for PT)
Other reasons that would make child eligible for related services
- Pt 1
Mental retardation (intellectual impairment)
Hearing impairments (including deafness)
Speech or language impairments
Visual impairments (including blindness)
Emotional disturbance
Orthopedic impairments
Other reasons that would make child eligible for related services
- Pt 2
Autism
Traumatic brain injury
Other health impairments
Specific learning disabilities and who, by reason thereof, need special education and related services
Individualized Education Program (IEP)
Comprehensive program outlining the specific education, related services supports the child is to receive
IEP
Initiation of the IEP process
Evaluation
Generation of evaluation report
Determination of eligibility
Formation of measurable IEP goals
IEP
- Initiation of the IEP process
Formation of the IEP team
IEP
- Evaluation
Cognitive
Social
Psychological
Gross and Fine motor
Communication
Factors, considerations and observable behaviors that support or demonstrate the presence of a delay or disability in motor development
Unable to maintain stable posture or transition between positions to support learning or interactive tasks
Unable to move about the env’t in an efficient way that is not disruptive to others
Unable to sequence one or more actions in or to accomplish a goal
Difficulty in participating in gross motor activities or complete many of the tasks performed by typically developing peers or refuse to participate in activities rather than seem uncoordinated
Once the IEP teams agrees on the present level of the students performed and IEP goals/objectives
Team then determines whether the unique expertise of a PT is required for the student to be able to access, participate, and progress in the learning env’t in preparation for success in his/her postsecondary life
Motor Fxn in School Setting
Maintaining or controlling posture
Fxn mobility (ex: walking or running)
Sensory awareness of the body or movement
Sensory-integration
Reach and/or grasp of objects, tool use
Perceptual motor abilities (eye-hand coordination for tracing)
Sequencing motor components to achieve a fxn goal
Comprehensive team evaluation with other members providing related services should be done how often?
Every 3 years
PT evaluation should be done how often?
Annually
Evaluation uses…
Criterion references measures
Assessing performance across body structure/fxn
Activity and participation levels
Overall school function
School function assessment (SFA)
School function assessment
Assesses school-based participation
Kindergarten through 6th grade
School function assessment (SFA)
- 3 components
Participation
Task supports
Activity performance
Clinical Outcome Measures
Gross motor function
Posture and balance
Gait
Specific functions
Activities and functions of daily living
Clinical outcome measures
- Gross motor fxn
GMFM 88/ GMFM 66
Peabody development motor scale III
Clinical outcome measures
- posture and balance
Segmental assessment of trunk control
Pediatric balance scale
Trunk control measurement scale
Clinical outcome measures
- gait
1- min walk test
10- meter walk test
6 min/2 min walk test
Clinical outcome measures
- specific fxn
30 second chair rise
SLS
TUG
Clinical outcome measures
- activities and fxns of daily living
Pediatric evaluation of disability inventory
Segmental Assessment of Trunk Control (SATCO)
Assess postural control in 3 domains
SATCO
- 3 domains
Static
Active
Reactive
IEP PT goal setting process
Annual and quarterly goals
Based on PT assessment and fxn outcome statements
Annual and short-term goals
Short term goals
Frequency and intensity
PT Interventions in school setting
Lifespan approach
Long term impact and outcome
Evidence-based approach
Critical reasoning and evaluation of the intervention methods
Direct and indirect involvement of the PT
Collaborative approach with other IEP team members
