ABSTRACT
PURPOSE: Interprofessional practice within early intervention is underscored by policy, research, and recommended practices. The purpose of this study was to explore the impact of a brief interprofessional training on preservice speech-language pathology, early intervention/early childhood special education, physical therapy, and occupational therapy students' knowledge, beliefs, and attitudes about teaming and collaboration. Students' satisfaction with and perspectives of the training were also examined. METHOD: A one-group, pretest-posttest design was used to examine differences in 36 students' knowledge, attitudes, and beliefs around interprofessional practice after the training. Descriptive approaches were used to analyze student satisfaction data and focus group data in order to evaluate student perceptions of the interprofessional training. RESULTS: A paired-samples t test showed preservice students demonstrated increased scores in self-perceived ability, value, and comfort in working with others after the training institute. Descriptive analyses illustrated students gained a richer knowledge and appreciation for other disciplines and perceived the practice of interprofessional collaboration as a valuable learning experience. CONCLUSION: The interprofessional training procedures, evaluation of impacts, and future directions are discussed.
Subject(s)
Interprofessional Education , Learning , Child, Preschool , Humans , Students , Interprofessional Relations , Attitude of Health PersonnelABSTRACT
AIM: The aim of this study was to test a model of determinants of gross motor function of young children with cerebral palsy (CP). METHOD: Four hundred and twenty-nine children with CP (242 males, 187 females; mean age 3 y 2 mo, SD 11 mo) representing all levels of the Gross Motor Function Classification System (GMFCS) participated. Children in levels I to II and III to V were classified as Groups 1 and 2 respectively. Distribution of CP was quadriplegia, 44%; hemiplegia, 24%; diplegia, 23%; triplegia, 6%; and monoplegia, 2% (data not available for 1%). Impairment and motor function data were collected by reliable assessors; parents completed questionnaires on health conditions and adaptive behavior. Seven months later, parents were interviewed about family life and services received. One year after the study onset, motor function was re-evaluated. Analysis involved structural equation modeling. RESULTS: The well-fitting model explained 58% and 75% of the variance in motor function at study completion for Groups 1 and 2 respectively. Primary impairments (spasticity, quality of movement, postural stability, and distribution of involvement; ß=0.52-0.68) and secondary impairments (strength, range of motion limitations, and reduced endurance; ß=0.25-0.26) explained the most variance. Adaptive behavior was a significant determinant only for Group 2 (ß=0.21) and participation in community programs was significant only in Group 1 (ß=0.13). INTERPRETATION: Motor function is supported by optimizing body structures and function for all children and enhancing adaptive behavior for children with greater motor challenges.
Subject(s)
Cerebral Palsy/physiopathology , Hemiplegia/physiopathology , Motor Skills/physiology , Cerebral Palsy/rehabilitation , Child, Preschool , Cohort Studies , Disability Evaluation , Factor Analysis, Statistical , Female , Humans , Male , Models, Theoretical , Motor Skills/classification , Parents , Prognosis , Severity of Illness Index , Surveys and QuestionnairesABSTRACT
OBJECTIVES: Validity of the Early Clinical Assessment of Balance (ECAB), to monitor postural stability in children with cerebral palsy (CP), was evaluated. METHODS: 410 children with CP, 1.5 to 5 years old, participated. Physical therapists scored children on the Movement Assessment of Infants Automatic Reactions section and Pediatric Balance Scale. Through consensus, researchers selected items from both measures to create the ECAB. Content and construct validity were examined through item correlations, comparison of ECAB scores among motor ability, age and gender groups and correlations with the Gross Motor Function Measure 66 basal and ceiling (GMFM-66-B&C). RESULTS: Internal consistency was high (Cronbach's alpha = 0.92). ECAB differed significantly among motor ability, children <31 months old scored lower than older children, but there was no difference between boys and girls. ECAB and GMFM-66-B&C scores correlated strongly (r = 0.97). CONCLUSION: Validity of the ECAB was supported. Reliability and responsiveness need study.