presented by Susan K. Effgen
Must school-based physical therapists use evidenced-based practice? All therapists should be using evidenced-based interventions; however in school-based practice there is a federal law mandating interventions based on peer-reviewed research when practicable. This course will present interventions that have been studied using systematic reviews and meta-analysis when available.
Susan K. Effgen, PT, PhD, FAPTA, is a professor in the Division of Physical Therapy, Department of Rehabilitation Sciences at the University of Kentucky. She is an established educator and researcher in pediatric physical therapy and has taught at several universities including the Hong Kong Polytechnic University. In 1986, she established the sixth doctoral program in physical therapy in the United States at Hahnemann University (now Drexel University) in Philadelphia, PA, and then the Rehabilitation Sciences Doctoral Program at the University of Kentucky. She co-founded the Adaptive Learning Center for Infants and Children in Atlanta, GA. Dr. Effgen is a Catherine Worthingham Fellow of American Physical Therapy Association (APTA). As co-chair of APTA’s Section on Pediatrics’ Government Affairs Committee, she was active in the process of the authorization and reauthorizations of IDEA. Dr. Effgen has published extensively, has served on several editorial boards, including Physical Therapy, and edited both editions of the text Meeting the Physical Therapy Needs of Children. She was principle-investigator of a US Department of Education grant: PT COUNTS, Study of the Relationship of Student Outcomes to School-Based Physical Therapy Services. Dr. Effgen received the Section on Pediatrics’ Bud DeHaven Award for Extraordinary Service to the Section and the Section’s Advocacy Award, which is now given in her name. She is the founding chair of the Section’s School-Based Physical Therapy Special Interest Group. She is presently working with an adaptive dance program in a number of Kentucky schools.
Chapter one will cover the concepts of evidenced-based practice (EBP) and peer reviewed research. Interventions addressing alterations in body functions and structures, limitations in activities, and restrictions in participation will be reviewed.
In chapter two, you will review evidenced-based practice (EBP) and peer reviewed research that supports common therapeutic interventions used by school-based physical therapists for children having cerebral palsy, developmental coordination disorder, and autism.
The last chapter of the course is a case example of an atypical student who might benefit from school-based physical therapy. The individualized education program (IEP) and physical therapy Plan of Care are also discussed.