presented by Mary Jane Rapport & Amy Barr
Selecting meaningful outcome measures for students receiving school-based physical therapy can be challenging. This course describes how to integrate the ICF framework and clinical reasoning skills to select relevant outcome measures for students with disabilities. Methods for documenting progress, improving team collaboration, and increasing efficiency of data collection will also be highlighted. Case studies and examples of documentation will facilitate translation to practice.
Mary Jane Rapport, PT, DPT, PhD is a Catherine Worthingham Fellow of the American Physical Therapy Association (APTA). Dr. Rapport is a professor in the Department of Physical Medicine and Rehabilitation and the Department of Pediatrics in the School of Medicine at the University of Colorado, where she is on the faculty of the Physical Therapy Program. She is the Director of the University of Colorado Pediatric Physical Therapy Residency Program, the PT Program Student Services Coordinator, the PT Discipline Director for the Maternal Child Health LEND program through JFK Partners, and the Co-Director of the Teaching Scholars Program in the School of Medicine. Dr. Rapport has extensive experience as an educator and a pediatric physical therapist with a productive record of presentations and publications. Much of her career has been focused on legislative action, policy interpretation for the delivery of special education, related services, and early intervention services. Dr. Rapport has been a physical therapist for over 30 years and a physical therapist educator for over 10 years. While much of her career has been in academia and focused on higher education, she has maintained clinical practice in schools as a school-based physical therapist and as an early intervention service provider. Most recently, she has been working one day a week with students with disabilities at the preschool, elementary, and high schools levels in a local school district. She has taught courses and workshops and delivered conference sessions specifically on the implementation of services under IDEA and related federal laws to thousands of pediatric physical therapists over the years.
Amy Barr, PT, DPT is a practicing school-based therapist and the Physical Therapy Coordinator for a large school district located in the suburban Denver area. She has 20 years of experience working with adults and children and has spent the last 14 years serving preschool through transition age students in a school setting. Dr. Barr teaches nationally on topics important to school-based therapy, including team collaboration, IEP development, and physical therapist performance appraisal. She has a passion for providing quality continuing education for school-based physical therapists and cofounded an annual education day for therapists in Colorado. Dr. Barr chaired the Physical Therapist Performance Appraisal Task Force for the School-Based Special Interest Group of the Academy of Pediatric Physical Therapy. She participated in the PT Performance Appraisal work group for the Colorado Educator Effectiveness Project and is an active member of the Colorado Department of Education Physical Therapy Advisory Committee. Dr. Barr graduated from the University of Colorado with her Masters of Science in Physical Therapy in 1997 and her Doctor of Physical Therapy in 2010. She is a member of the American Physical Therapy Association and the Academy of Pediatric Physical Therapy.
This chapter will review the challenges behind selecting appropriate and meaningful student outcomes and explain the history, components, and value of using the ICF framework.
This chapter will describe how to pair clinical reasoning and the ICF to select outcome measures. Two case studies will be explored to provide concrete examples of the use and benefits of this method. The application of theoretical knowledge of the ICF to clinically relevant examples is critical for participants to translate this information into their practice.
This chapter discusses a variety of ways to document progress regarding outcome measures and IEP goals. It also identifies strategies to increase collaboration in data collection and efficiency of documentation.