Abstract
The purpose of this article is to highlight the paradigm shift away from the typical model of direct service delivery of consistent frequency and duration in the school setting to accommodate an intensive progressive resistive exercise intervention. School-based physical therapists describe how they applied an evidence-based intensive intervention with multiple students in an urban public school district. The school-based physical therapists had to modify the typical service delivery model and overcome other challenges to implement this intensive intervention approach. Substantial improvements in strength and functional activities were observed in multiple students and measured across several months. An intensive intervention model appears effective and feasible in the school setting. Evidence-based intervention approaches should be considered when the student could benefit. For more insights from the authors, see Supplemental Digital Content 1, available at: http://links.lww.com/PPT/A339.
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Schedule a callMore From: Pediatric physical therapy : the official publication of the Section on Pediatrics of the American Physical Therapy Association
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