Institut Régional de Formation aux Métiers de Rééducation et de Réadaptation des Pays de la Loire.
Centre de documentation
Détail de l'auteur
Auteur Lynn M. Jeffries
Documents disponibles écrits par cet auteur
Faire une suggestion Affiner la recherche
Description of the Services, Activities, and Interventions Within School-Based Physical Therapist Practices Across the United States / Lynn M. Jeffries in Physical Therapy, Vol. 99 n° 1 (January 2019)
[article] Description of the Services, Activities, and Interventions Within School-Based Physical Therapist Practices Across the United States [texte imprimé] / Lynn M. Jeffries, Auteur ; Sarah Westcott McCoy, Auteur ; Susan K. Effgen, Auteur . - 2019 . - p. 98-108.
Langues : Français (fre)
in Physical Therapy > Vol. 99 n° 1 (January 2019) . - p. 98-108
Catégories : PROFESSION SANITAIRE & SOCIALE
Résumé : Background: Students with disabilities receive school-based physical therapy services under the Individuals with Disabilities Education Improvement Act of 2004. Little research exists regarding therapy services in schools.
Objective: This study explored the school-based services that students received and the activities and interventions that physical therapists implemented, and determined if services differed based on the student's functional gross motor ability and age.
Design: This was a prospective observational cohort study using a practice-based evidence design.
Methods: Data were collected by 109 physical therapists for 296 students, aged 5 to 12 years, receiving school-based physical therapy. Physical therapists completed the School-Physical Therapy Interventions for Pediatrics data form for 20 weeks during 1 school year. This evaluation included the type of service delivery, the amount of time spent on each student (consultation/documentation), minutes spent in activities, the specific interventions implemented, and the student's level of participation. The Gross Motor Function Classification System (GMFCS) was used to describe the students' functional ability.
Results: Physical therapists provided an average of 26.7 min/wk (standard deviation [SD] = 15.1) of direct services and 13.1 min/wk (SD = 7.7) of services on behalf of the student. Primary activities were physical education/recreation (7.7 min/wk, SD = 8.2), mobility (6.7 min/wk, SD = 7.9), and sitting/standing/transitions (6.3 min/wk, SD = 8.1). Primary interventions were neuromuscular (32.5 counts per student, SD = 15.9), mobility (15.3 counts per student, SD = 14.65), and musculoskeletal (14.4 counts per student, SD = 10.3). Differences existed based on GMFCS but not student age.
Limitations: Physical therapists reported School-Physical Therapy Interventions for Pediatrics data weekly, not necessarily after each therapy session. The GMFCS was used as a proxy of students functional gross motor ability.
Conclusions: Our description of services is provided to encourage physical therapists to reflect on the services they provide and to foster future examinations of service effectiveness.
En ligne : https://academic.oup.com/ptj Permalink : [article]Developmental Trajectories and Reference Percentiles for Range of Motion, Endurance, and Muscle Strength of Children With Cerebral Palsy / Lynn M. Jeffries in Physical Therapy, Vol. 99 n° 3 (March 2019)
[article] Developmental Trajectories and Reference Percentiles for Range of Motion, Endurance, and Muscle Strength of Children With Cerebral Palsy [texte imprimé] / Lynn M. Jeffries, Auteur ; Alyssa LaForme Fiss, Auteur ; Sarah Westcott McCoy, Auteur . - 2019 . - p. 329-338.
Langues : Français (fre)
in Physical Therapy > Vol. 99 n° 3 (March 2019) . - p. 329-338
Catégories : PATHOLOGIE
Infirmité motrice cérébrale
Thesaurus Santé Publique
Résumé : Background: Children with cerebral palsy (CP) frequently present with secondary impairments in spinal alignment and extremity range of motion, endurance for activity, and muscle strength. Creation of developmental trajectories for these impairments will help guide clinical decision-making.
Objective: For children in each level of the Gross Motor Function Classification System (GMFCS) this study aimed to: (1) create longitudinal developmental trajectories for range of motion (Spinal Alignment and Range of Motion Measures [SAROMM]), endurance (Early Activity Scale for Endurance [EASE]), and functional strength (Functional Strength Assessment [FSA]); and (2) develop age-specific reference percentiles and amount of change typical over 1 year for these outcomes.
Design: This study used a longitudinal cohort design.
Methods: Participants comprised 708 children with CP across GMFCS levels, aged 18 months up to the 12th birthday, and their families. In 2 to 5 assessments every 6 months over 2 years, trained therapists performed the SAROMM and FSA, and parents completed the EASE questionnaire. For children in each GMFCS level, longitudinal trajectories using linear and nonlinear mixed-effects models from all visits, and reference percentiles using quantile regression from the first, 12-month, and 24-month visits were created for each measure.
Results: Longitudinal trajectories and percentile graphs for SAROMM, FSA, and EASE were primarily linear, with different performance scores among GMFCS levels. There was much variability in both longitudinal trajectories and percentiles within GMFCS levels.
Limitations: Limitations included a convenience sample and varying numbers of participants assessed at each visit.
Conclusions: The longitudinal trajectories and percentile graphs have application for monitoring how children with CP are performing and changing over time compared with other children with CP. The resources presented allow therapists and families to collaboratively make decisions about intervention activities targeted to children's unique needs.
En ligne : https://academic.oup.com/ptj Permalink : [article]