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Semester 5 PMCP Exam 9 > The Role of the PT under IDEA > Flashcards

The Role of the PT under IDEA Flashcards

1
Q

Education for All Handicapped Children Act (EAHCA)

A

free appropriate public education in the least restrictive environemtn

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2
Q

Reathorization of EAHCA

A

individuals with disabilities education act (IDEA)

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3
Q

IDEA stands for

A

individuals with disabilities education act

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4
Q

age range for part B services

A

3 - 21 years

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5
Q

age range for part C services

A

infants and toddlers from birth to 3

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6
Q

Part B: controlled by

A

department of education

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7
Q

part C: controlled by

A

state interagency partnership

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8
Q

part B what is set up for child

A

IEP - individualized education program

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9
Q

part C what is set up for child

A

individualized family service plan (IFSP)

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10
Q

PArt B additional info

A
  • federal disability categories: Iowa non-categorical and eligible individaul
  • Least restrictive environemtn (LRE)
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11
Q

part C additional info

A
  • child must have deveopmental delay of at least 25% in one area
  • natural environemtns
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12
Q

Part B IEP

A

IEP determined by a team based on the needs of the student. it is reviewed yearly

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13
Q

Part C: what can the developmental delays include?

A

25% delay can be physical, adaptive, or have a known condition that can cause future delays such as down syndrome. if the child is born < 32 weeks that is an automatic qualification for services

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14
Q

define the natural environemtn for part c

A

pool, grocery store, playground, home, school, whereever the kids go

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15
Q

Define PT under IDEA Part C

A

“Physical therapy” includes services to address the promotion of sensorimotor function through enhancement of musculoskeletal status, neurobehavioral organization, perceptual and motor development, cardiopulmonary status and effective environmental adaptation.

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16
Q

IDEA part B defines PT as?

A

services provided by a qualified physical therapist

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17
Q

primary goal of PTs in public education?

A

is to enable children with disabilities to benefit from educational instruction in the least restrictive environment. Looks at what the child needs to be successful in their environment (School)

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18
Q

Roles/Responsibilities of PT (5)

A

1) conduct assessments that contribute to the comprehensive eval
2) collaborate with team to meet the child’s needs
3) plan and implement services with the IEP/IFSP team
4) document and monitor progress of goals/outcomes
5) interpret medical info, act as liasion with medical community, suggest referrals as needed

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19
Q

lead agency for part C?

A

department of education

20
Q

Iowa is a birth mandate state meaning what

A

AEA and PT provides part B and C mandated services

21
Q

T/F medicaid is billed with parent permission

A

true otherwise insurance is not billed for services

22
Q

components of IFSP (individual family service plan)

A

1) service coordinator (social worker)
2) family info
3) child status
4) child and family outcomes
5) freq, ints, location, and method of delivery of services
6) service based on peer-reviewed research
7) natural environemtn

23
Q

Early access services current practice includes 3

A

1) family centered model
2) family capacity building
3) focus on activity and particpation in the natural environment led by parent

24
Q

defien family centered model

A

family and patients goals are key

25
Q

family capacity building means what

A

it is not enoug hfor the child to work wiht PT once a week, family needs to work with child on a daily basis

26
Q

how often are IFSP reviews done?

A

at least every 6 months. goals are called outcomes in IFSP

27
Q

Gross Motor Function Classification System (GMFCS) - levels

A

LEVEL I - Walks without Limitations
LEVEL II - Walks with Limitations
LEVEL III - Walks Using a Hand-Held Mobility Device
LEVEL IV - Self-Mobility with Limitations; May Use Powered Mobility
LEVEL V - Transported in a Manual Wheelchair

28
Q

Part B service delivery

A 
Who Receives Services?
 – Entrance Criteria
Models of Service
 – Direct, Integrated, Consultative
Frequency of Service
 – Factors to consider when determining amount of service 
Location of Service
 – least restrictive environment
Discontinuing Services – Exit Criteria
29
Q

who decides who receives PT services for part B

A

the IEP team (parents, gen ed and special ed teachers, principal, support staff such as PT, OT, speech, SW)

30
Q

PArt B receiving services cont

A

Following an evaluation by the PT and identification of the student’s goals, the team considers “entrance” criteria when discussing the need for PT as an IEP support service
Evaluation includes observation in the school environment, teacher & parent interview, review of appropriate records, testing as appropriate

31
Q

PArt B what do you consider with goals

A

What does the student need to be successful in school? What are the student’s goals? What services does the student need to be successful and make progress on their goals? Is PT needed to meet the goals?

32
Q

entrance criteria from Iowa guidelines

A

Previous attempts to alleviate the problem have not been successful
Problem interferes with the student’s ability to benefit from the educational program
The goal is within the scope of PT
IEP goal cannot be met without the PT’s unique expertise
There are PT interventions that are likely to change the child, task, or environment. Change is unrelated to or in addition to maturity

33
Q

PT and IEP team needs to determien what after it is decided that the child is eligible for services?

A

model, frequency, and location of services

34
Q

determining models of service delivery

A

Least restrictive environment needed to accomplish the goal

They type of skills to be learned and the method of intervention anticipated

The level of expertise required to provide the service

Need for others to carry out the student’s program

35
Q

Models of PT services: Direct

A

Therapist works for the student individually
May occur in an isolated setting
Other personnel do not have the expertise to carry out the program
Used primarily when acquiring a new skill where the student cannot safely generalize the skills to a less restrictive environment
Example – prosthesis training

36
Q

Direct PT services:

A

no one else can carry out the service. A PT must do it becuase another person doing it would be unsafe.

37
Q

Models of PT Service: Integrated

A

Combines direct therapist-student contact with collaborative consultation with others involved in the student’s program
Goal achievement is shared
Intervention includes activities typically occurring in the student’s daily routine (in school or in home)
Work with student directly as well as spend time consulting with teachers, parents, para educators
Most typical model used
Example – wheelchair mobility skills

38
Q

most typical model of PT services used?

A

integrated model

39
Q

Model of Pt service: Consultative

A

Therapist participates in collaborative consultation with the teacher, other staff, parents, and student regarding student-specific issues identified in the IEP goals

The therapist’s expertise is not required for the student-specific intervention used to accomplish the goal
Consulting but may not be doing direct teaching to student

Example – ambulation with a Pacer for exercise

40
Q

IEP Considerations for the amount of PT given

A

Potential benefit of PT intervention
Existence of a critical period
Amount of motor program that others can do
Amount of training others need to carry out the program
Amount motor problem plus environment interferes with the educational program

41
Q

location of services

A

Presumed that the general education environment is the first choice with supplementary aids & services & modifications as needed

Greatest interaction with children without disabilities and still receive an appropriate education

The law supports the least restrictive environment

42
Q

General education environements

A

classroom, hallways, PE, recess, transportation, assemblies, field trips, community, dorms, gym

43
Q

IEP Goals should be….

A

observable, alterable, measurable, participation based, baseline performance considered, referenced to environment, functional, related to disability level, discipline-free (not PT, OT but the child’s goals) not a PT goal!

44
Q

determinng length of episode of care

A
  • team reviews needs for PT in 6 months for IFSP or one year for IEP. team will consider discontinuing PT when goals have been met
45
Q

exit criteria should relate to entrance criteria!

A

don’t initiate PT b/c a child with CP has abnormal muscle tone – this will never be normal.

don’t base things on delay in only one particular task or area. need for therapy needs to be about function and the patient’s ability to participate in their daily routine

46
Q

Exit Criteria for PT (need to meet one of the following)

A

Potential for further change with PT is unlikely
When PT is contraindicated
When the problem is no longer educationally relevant
When other goals are a higher priority

Semester 5 PMCP Exam 9 (1 decks)

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