Impact of Participation in Community-Based Research Among Undergraduate and Graduate Students.

Participation in community-based research provides college students with a high-impact experience involving both research and service learning. Presently, the impact of participation in community-based research projects has been measured most often through the use of post-learning course evaluations and case studies. The authors describe the impact of participation in community-based research, at a small liberal arts college, on undergraduate education students and graduate physical therapy students using the Community-Based Research Student Learning Outcomes Survey. Results from 2 years of survey responses and open-ended responses suggest that participation in such an experience may impact professional and personal growth, educational experiences, and civic engagement. This study provides support for universities and colleges to continue offering high-impact learning experiences for students by utilizing community-based research experiences while collaborating between academic departments.

The psychosocial benefits of an inclusive community-based aquatics program.

PURPOSE: To examine the psychosocial effect of participation in an inclusive community-based aquatics program for children with and without disabilities. METHODS: Twenty-three participants completed an 8-week inclusive aquatics program. Quality of life, self-concept, and acceptance were measured using the PedsQL 4.0, Piers-Harris 2 Children's Self-Concept Scale, and Peer Sociometric Nomination Assessment (Friendship Questionnaire). Data were analyzed using a 2 × 2 analysis of variance with repeated measures. RESULTS: After the 8-week intervention, a statistically significant decrease was found on the School subsection of the PedsQL 4.0 for the children without disabilities, and in the happiness subsection of the Piers-Harris 2 for the children with disabilities. The Peer Sociometric Nomination Assessment showed a trend that children with disabilities received less negative peer nominations at posttest when compared with pretest. CONCLUSION: Participation in an inclusive aquatics program may lead to improved acceptance of children with disabilities by their peers without disabilities.

Development of reference values for the Functional Mobility Assessment.

PURPOSE: To obtain reference values for healthy participants performing the Functional Mobility Assessment (FMA). The FMA is a reliable and valid tool used to examine functional abilities subjectively and objectively in patients with lower-extremity sarcoma in all components of the International Classification of Functioning, Disability, and Health model (body function, activity, and participation). METHODS: Children, adolescents, and young adults who were healthy, representing a sample of convenience (n = 503; 260 females, age 10-21 years), participated in this study. RESULTS: Means and standard deviations for all participants: Timed Up and Down Stairs 6.18 ± 0.8 seconds, Timed Up and Go 3.78 ± 0.6 seconds, 9-minute run/walk 4161 ± 893 feet, and the FMA total 59 ± 3. CONCLUSION: The reference values provided in this study will allow health care professionals to compare the functional abilities of children, adolescents, and young adults with lower extremity sarcoma to age- and gender-matched healthy peers when using the FMA.

Impact of a community-based exercise program on children and adolescents with disabilities.

The purpose of this study was to determine if participation in a community-based fitness program improves: a) strength and endurance, b) self-concept and quality of life, and c) positive social interactions among participants with disabilities. Nineteen children completed the study (10 experimental group, 9 control group). Pre/post testing included body mass index (BMI), energy expenditure index (EEI), Presidential Fitness Test (PFT), strength testing using a handheld dynamometer, PedsQL, and the Piers-Harris 2 Self-Concept Scale (PH-2). The experimental group participated in an 8-week exercise program two times per week and were given a home exercise program (HEP). No statistically significant differences were observed in BMI, EEI, PFT, strength, quality of life, or self-concept. A statistically significant difference in social interactions was found between the first and second half of the exercise program while the children performed group activities and ran track based on repeated measures MANOVA at p<0.05. While changes in fitness may not be observed following an 8-week exercise program, improvements in social interactions may be possible.

The effects of aerobic exercise on academic engagement in young children with autism spectrum disorder.

PURPOSE: To determine whether participation in aerobic exercise before classroom activities improves academic engagement and reduces stereotypic behaviors in young children with autism spectrum disorder. METHODS: This study employed a within-subjects crossover design, using a treatment condition (aerobic exercise) and a control condition, across 4 classrooms. The treatment condition included 15 minutes of running/jogging followed by a classroom task. The control condition included a classroom task not preceded by exercise. The number of stereotypic behaviors, percentage of on-task behavior, and correct/incorrect responses were measured. The Wilcoxon signed rank test was used to compare differences between conditions. RESULTS: Statistically significant improvements were found in correct responding following exercise (P < .05). No significant differences were found for on-task behavior or stereotypic behaviors. CONCLUSIONS: Consistent with findings in older children, these results indicate that aerobic exercise prior to classroom activities may improve academic responding in young children with autism spectrum disorder.

The impact of a service learning experience to enhance curricular integration in a physical therapist education program.

A goal when designing the Physical Therapy Program at Lebanon Valley College (LVC) was to maximize vertical and horizontal integration of course content related to (a) medical Spanish, (b) geriatrics, and (c) health promotion through a service learning engagement. Seventeen Doctor of Physical Therapy students from LVC participated in a fall risk screening at a local senior center in a Spanish-speaking neighborhood. The screen included the single leg stance, timed-up-and-go (TUG), and functional reach tests. The students screened 30 participants over a 3-hour time period. Following the screening event, students were asked to reflect on their experience. Reflections revealed that the activity supported integration of concurrent didactic course material and Core Values, reinforced cultural issues presented the previous year, and convinced students that physical therapists have a distinct and important role in primary and secondary prevention in meeting the needs of the Spanish-speaking elderly community.

Interdisciplinary learning experience: two years of experience with an interdisciplinary learning engagement for physical therapy and special education students.

This article describes two cohorts of students who participated in an interdisciplinary learning experience in which physical therapy (PT) and special education (SE) pre-professionals collaborated weekly during an eight week fitness program for children and youth with disabilities. Forty-one children with disabilities and ranging in age from five to 20 years, participated in the fitness program. One short term outcome achieved for PT and SE students was learning to communicate effectively with students from another discipline. In addition, PT and SE students successfully planned and implemented a variety of age appropriate fitness activities for participants with disabilities, as well as motivated and encouraged participants to engage in the activities. Outcomes for participants with disabilities included improvements in the sit-up component of the Presidential Fitness Test at the conclusion of the fitness program. The children and their parents/guardians appreciated the opportunity to engage in fitness activities in a non-threatening environment.

Barriers to school based physical therapy perceptions of physical therapists in a rural state.

UNLABELLED: The enactment of the Education for All Handicapped Children Act provided children with disabilities the right to be educated with their peers in public schools. The related services provision of the Act requires public schools to hire appropriate personnel, including physical therapists, to enhance educational opportunities for children with disabilities. PURPOSE: The purpose of this study was to explore perceived barriers to optimal school-based physical therapy practice and delivery identified by Idaho school-based therapists. METHODS: Forty-eight Idaho school-based physical therapists were sent the survey instrument developed for this study. Thirty-six Idaho school-based therapists returned the survey (response rate 75%). RESULTS: Data analysis substantiated four barriers to school-based physical therapy practice: financial constraints, administrative issues, personnel shortages, and limited understanding of disability law. A statistically significant difference (p < 0.05) was found between participant perceptions of barriers within their school and their perceptions of barriers statewide. CONCLUSIONS: Overall, participants perceived, to varying degrees, that although barriers were present at the school level, state level barriers were even greater.