School Based PT

Question 1

Related Services: provided “as may be required to assist a child with disability to benefit from special education”

Answer 1

Transportation
Speech-language pathology
Audiology
Psychological services
PT
OT
Recreation
Medical and counseling services

Question 2

Role of PT in school-based system

Answer 2

Required to assist child with a disability to benefit from special education

Question 3

PT that can help children

Answer 3

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

Question 4

Eligibility for Related Services
- Those who receive EI

Answer 4

Do not necessarily qualify for special education and related services

Question 5

Eligibility for Related Services
- a child who does not qualify for special education

Answer 5

May still qualify for related services, which are then provided in a general educational setting

Question 6

Eligibility for Related Services
- What would a child need for special education and related service?

Answer 6

Educational need
(state specific guidelines to determine a student’s educational need for PT)

Question 7

Other reasons that would make child eligible for related services
- Pt 1

Answer 7

Mental retardation (intellectual impairment)
Hearing impairments (including deafness)
Speech or language impairments
Visual impairments (including blindness)
Emotional disturbance
Orthopedic impairments

Question 8

Other reasons that would make child eligible for related services
- Pt 2

Answer 8

Autism
Traumatic brain injury
Other health impairments
Specific learning disabilities and who, by reason thereof, need special education and related services

Question 9

Individualized Education Program (IEP)

Answer 9

Comprehensive program outlining the specific education, related services supports the child is to receive

Question 10

IEP

Answer 10

Initiation of the IEP process
Evaluation
Generation of evaluation report
Determination of eligibility
Formation of measurable IEP goals

Question 11

IEP
- Initiation of the IEP process

Answer 11

Formation of the IEP team

Question 12

IEP
- Evaluation

Answer 12

Cognitive
Social
Psychological
Gross and Fine motor
Communication

Question 13

Factors, considerations and observable behaviors that support or demonstrate the presence of a delay or disability in motor development

Answer 13

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

Question 14

Once the IEP teams agrees on the present level of the students performed and IEP goals/objectives

Answer 14

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

Question 15

Motor Fxn in School Setting

Answer 15

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

Question 16

Comprehensive team evaluation with other members providing related services should be done how often?

Answer 16

Every 3 years

Question 17

PT evaluation should be done how often?

Answer 17

Annually

Question 18

Evaluation uses…

Answer 18

Criterion references measures
Assessing performance across body structure/fxn
Activity and participation levels

Question 19

Overall school function

Answer 19

School function assessment (SFA)

Question 20

School function assessment

Answer 20

Assesses school-based participation
Kindergarten through 6th grade

Question 21

School function assessment (SFA)
- 3 components

Answer 21

Participation
Task supports
Activity performance

Question 22

Clinical Outcome Measures

Answer 22

Gross motor function
Posture and balance
Gait
Specific functions
Activities and functions of daily living

Question 23

Clinical outcome measures
- Gross motor fxn

Answer 23

GMFM 88/ GMFM 66
Peabody development motor scale III

Question 24

Clinical outcome measures
- posture and balance

Answer 24

Segmental assessment of trunk control
Pediatric balance scale
Trunk control measurement scale

Question 25

Clinical outcome measures
- gait

Answer 25

1- min walk test
10- meter walk test
6 min/2 min walk test

Question 26

Clinical outcome measures
- specific fxn

Answer 26

30 second chair rise
SLS
TUG

Question 27

Clinical outcome measures
- activities and fxns of daily living

Answer 27

Pediatric evaluation of disability inventory

Question 28

Segmental Assessment of Trunk Control (SATCO)

Answer 28

Assess postural control in 3 domains

Question 29

SATCO
- 3 domains

Answer 29

Static
Active
Reactive

Question 30

IEP PT goal setting process

Answer 30

Annual and quarterly goals
Based on PT assessment and fxn outcome statements
Annual and short-term goals
Short term goals
Frequency and intensity

Question 31

PT Interventions in school setting

Answer 31

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