Evidence-Based Secondary Transition Predictors for Physical Therapists Working With High School Students.
Adolescent
Disabled Persons
/ rehabilitation
Evidence-Based Practice
/ standards
Female
Humans
Male
Physical Therapy Modalities
/ standards
Practice Guidelines as Topic
Schools
/ statistics & numerical data
Students
/ statistics & numerical data
Transitional Care
/ standards
Treatment Outcome
United States
Journal
Pediatric physical therapy : the official publication of the Section on Pediatrics of the American Physical Therapy Association
ISSN: 1538-005X
Titre abrégé: Pediatr Phys Ther
Pays: United States
ID NLM: 8912748
Informations de publication
Date de publication:
07 2020
07 2020
Historique:
entrez:
1
7
2020
pubmed:
1
7
2020
medline:
15
12
2020
Statut:
ppublish
Résumé
Individuals with disabilities experience poorer postschool outcomes compared with their peers without disabilities. Youth with orthopedic or physical disabilities experience challenges during transition particularly in the areas of education and employment. Physical therapists should continue to become more involved in transition planning and providing services for transition-age students with physical disabilities. The purpose of this article is to clarify the role of physical therapists who work with students who have disabilities, as they transition from high school to postsecondary roles as well as provide the current evidence-based predictors of postschool success and recommended practices to school-based physical therapists who work with these students. Evidence-based instructional practices for secondary students with disabilities and identified in-school predictors of postschool success for students with disabilities are aligned with effective practices for physical therapists. Additionally, suggestions for involving physical therapists in transition planning and increasing collaboration in providing transition services for students with disabilities are provided. Physical therapists can provide critical expertise for many individuals with disabilities; however, they are not always included effectively in transition planning and services for students with disabilities. Recommendations for practice include ways to involve physical therapists in transition planning and services and increasing collaboration between teachers, physical therapists, and other members of the Individualized Education Program team to provide effective, comprehensive transition services.
Identifiants
pubmed: 32604372
doi: 10.1097/PEP.0000000000000706
pii: 00001577-202007000-00021
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
258-265Commentaires et corrections
Type : CommentIn
Références
Newman L, Wagner M, Knokey A, et al. The post-high school outcomes of young adults with disabilities up to 8 years after high school: a report from the National Longitudinal Transition Study-2 (NLTS2). www.nlts2.org/reports/
Bjornson K, Kobayashi A, Zhou C, Walker W. Relationship of therapy to postsecondary education and employment in young adults with physical disabilities. Pediatr Phys Ther. 2011;23(2):179–186.
Michelsen SI, Uldall P, Hansen T, Madsen M. Social integration of adults with cerebral palsy. Dev Med Child Neurol. 2006;48(8):643–649.
Newman L, Wagner M, Cameto R, Knokey AM. The post-high school outcomes of youth with disabilities up to 4 years after high school. A report of findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2009-3017). https://files.eric.ed.gov/fulltext/ED505448.pdf.
Lipscomb S, Haimson J, Liu AY, Burghardt J, Johnson DR, Thurlow ML. Preparing for life after high school: The characteristics and experiences of youth in special education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons Across Disability Groups: Full Report (NCEE 2017-4018). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance; 2017.
Tobimatsu Y, Nakamura R. Retrospective study of factors affecting employability of individuals with cerebral palsy in Japan. Tohoku J Exp Med. 2000;192(4):291–299.
Fowler WM Jr, Abresch RT, Koch TR, Brewer ML, Bowden RK, Wanlass RL. Employment profiles in neuromuscular diseases. Am J Phys Med Rehabil. 1997;76(1):26–37.
Individuals with Disabilities Education Improvement Act of 2004, P. L. No. 108-446, 20 U.S.C.
American Physical Therapy Association [APTA]. Guide to physical therapy practice 3.0. Alexandria, VA: APTA; 2014.
Test DW, Aspel NP, Everson JM. Transition Methods for Youth with Disabilities. Columbus, OH: Pearson Merrill/Prentice Hall; 2006.
Doty A, Flexer R, Barton L, McEwen I, Fitzgerald S. A National Survey of School-Based Physical Therapists and Secondary Transition Practices [doctoral dissertation]. Ann Arbor, MI: ProQuest LLC; 2010.
Test DW, Fowler CH, Richter SM, et al. Evidence-based practices in secondary transition. Career Dev Exc Individuals. 2009;32:115–128.
Test D, Cease-Cook J. Evidence-based secondary transition practices for rehabilitation counselors. J Rehabil. 2012;78(2):30–38.
Test DW, Mazzotti VL, Mustian AL, Fowler CH, Kortering L, Kohler P. Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Dev Exc Individuals. 2009;32(3):160–181.
Mazzotti VL, Rowe DR, Sinclair J, Poppen M, Woods WE, Shearer ML. Predictors of post-school success: a systematic review of NLTS2 Secondary analyses. Career Dev Transition Exc Individuals. 2016;39:196–215.
Simmons TJ, Flexer RW, Bauder D. Collaborative transition services. In Flexer RW, Baer RM, Luft P, Simmons TJ eds. Transition Planning for Secondary Students with Disabilities (3rd ed.) Upper Saddle River, NJ: Prentice-Hall; 2008:203–229.
Compton-Griffith K, Cicirello N, Turner A. Clinicians' perceptions on incentives and barriers when providing physical therapy to adults with neuromotor disabilities: a preliminary study. Phys Occupational Ther Pediatr. 2011;31(1):19–31.
Iacono T, Bigby C, Unsworth C, Douglas J, Fitzpatrick P. A systematic review of hospital experiences of people with intellectual disability. BMC Health Serv Res. 2014;14:505.
James S. I Was Prepared to Do Nothing; I Will Do Nothing: Why Students With Multiple Disabilities Do Not Have Jobs After Leaving High School [master's thesis]. Norman, OK: University of Oklahoma; 2001.
Bagatell N, Chan D, Rauch KK, Thorpe D. “Thrust into adulthood”: transition experiences of young adults with cerebral palsy. Disabil Health J. 2017;10(1):80–86.
Thomas AD, Rosenberg A. Promoting community recreation and leisure. Pediatr Phys Ther. 2003;15(4):232–246
Campbell SK. Therapy programs for children that last a lifetime. Phys Occup Ther Pediatr. 1997;17:1–15.
Inge K, Shepherd J. Occupational and physical therapy. In: De Fur SH, Patton JR, eds. Transition and School Based Services: Interdisciplinary Perspectives Enhancing the Transition Process. Austin, TX: Pro-ed; 1999:117–165.
Okolo CM, Hinsey M, Yousefian B. Learning disabled students' acquisition of keyboarding skills and continuing motivation under drill-and-practice and game conditions. Learning Disabil Res. 1990;5:100–109.