Effectiveness of school -based physical therapy as perceived by parents, private physical therapists, and school physical therapists

Purpose. This study investigated the effectiveness of school-based physical therapy from the perspectives of parents, private practice physical therapists, and school-based physical therapists. Methods . Qualitative methods were used to study three groups of five informants who each participated in one interview. The data collected from the interviews were analyzed, coded, and organized into themes. Results. Five themes emerged from the data analysis: (1) role confusion regarding school physical therapists, (2) communication issues between all groups, (3) relationship issues between groups, (4) perceptions of the IEP process, and (5)l ack of specific education in school-based physical therapy. Conclusion. The data suggest that misunderstanding about the role of school physical therapists and provision of school physical therapy services as well as infrequency of communication between all three groups may lead to conflict and a decrease in perceived effectiveness. The data support that education regarding school therapy in entry-level physical therapy programs may help alleviate some misunderstandings and conflict. School therapists are encouraged to communicate more frequently with parents and private therapists to improve collaboration between all groups.