Abstract
“How should I apply this information?” The survey respondents expressed strong support for school-based service provision in integrated settings, rather than in isolated therapy rooms; this applied to both their own practices and their perceptions of best practice. These results are consistent with the findings of our recent study.1 Although the authors of this study highlight the theoretical benefits of integrated services, they discuss the reported perceived barriers to that approach: reluctance of teachers, scheduling conflicts, high workloads, expectation of parents, and preference of therapists. Both studies found a high prevalence of isolated direct services in the respondents' practices. They serve to encourage school-based therapists to reflect on their decision making for the appropriate contexts of service delivery, incorporating evidence-based recommendations and practical considerations. “What should I be mindful about when applying this information?” The survey's limited response rate prevented the authors from supporting their first hypothesis that recent graduates would integrate their services more readily than experienced school-based therapists. The study also lacked sufficient justification and response rates for the premise of the second hypothesis that therapists in rural areas would provide fewer opportunities for integrated service delivery. Therapists practicing in rural areas might face challenges that are different from those in urban or suburban school districts, but it is unclear why integration of services would be among those differences. Further research should focus on effective strategies for promoting positive student outcomes and integration of services among parents, teachers, school administrators, and therapists. Marcia K. Kaminker, PT, DPT, MS, PCS South Brunswick School District South Brunswick, New Jersey Susan K. Effgen, PT, PhD, FAPTA University of Kentucky Lexington, Kentucky
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