Delivery of School-based Physical Therapy via Telehealth: Perceptions and Attitudes of School-based Physical Therapists

Abstract

Aims

School-based physical therapists (SBPTs) rapidly transitioned to telehealth during the pandemic. This study explored the perceptions of, and strategies utilized by, SBPTs delivering therapy via telehealth.

Methods

Using a grounded theory qualitative design, semi-structured interviews were completed with 13 SBPTs. Interviews were transcribed and theme coded until saturation was achieved.

Results

The following themes emerged: supports and education, challenges, strategies promoting success, and the outcomes of telehealth. SBPTs overcame challenges including those associated with technology, communication, space, equipment, and examination. Coaching techniques, incorporation into the daily routine, and the sharing of demonstrations promoted success. Telehealth service delivery was perceived to improve communication with educational teams and families, improve efficiency and productivity, increase access to students, promote an appreciation of the family and home context, and enhance family engagement. SBPTs believe incorporating elements of telehealth in conjunction with in-person delivery is ideal.

Conclusions

While the COVID-19 pandemic forced a rapid transition to telehealth for SBPTs, lessons learned could have a long-lasting positive impact on school-based services. The benefits of telehealth should be considered in the delivery of school-based physical therapy services.

Keywords:

• Pediatrics
• qualitative
• school-based physical therapy
• telehealth
• telerehabilitation

Acknowledgments

We would like to thank Tara Ebersole, PT, and Jordan Arbuckle, PT, for their contribution to participant acquisition, interviews and data collection as graduate students in the doctorate of physical therapy program at Shenandoah University.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The researchers did not receive funding or grants in relation to the current research study.

Notes on contributors

Natalie King

Natalie King is a graduate of the Doctorate of Physical Therapy Program at Shenandoah University, Winchester, VA, USA.

Michele Wiley

Michele Wiley is board-certified Pediatric Clinical Specialist, and holds a graduate certificate in Special Education Leadership, and a Doctor of Health Science from Drexel University. Dr. Wiley is an assistant professor in the Division of Physical Therapy at Shenandoah University, Winchester, VA, USA.

Alexa Rose

Alexa Rose is a graduate of the Doctorate of Physical Therapy Program at Shenandoah University, Winchester, VA, USA.

Andrea Fergus

Andrea Fergus is professor in the Division of Physical Therapy at Shenandoah University, Winchester, VA, USA. Dr. Fergus holds a PhD in Neuroscience from the University of Virginia.