PT MGMT PEDIATRIC CONDITIONS

The American Physical Therapy (PT) Association’s Vision states that the role of the PT profession is “transforming society by optimizing movement to enhance the human experience.” This vision statement suggests that DPT graduates will have the knowledge and skills for general physical therapist practice with patients of various ages from birth to late adulthood. This 16-week clinical course in pediatrics during the fifth term of the DPT curriculum focuses on motor development, childhood disabilities, chronic health conditions and the physical therapy management from birth to young adulthood. PT services in the transition from pediatric to adult health care will be introduced to highlight the rehabilitation needs of patients who have childhood origins of diseases of adulthood.

The course introduces students to typical and atypical motor development and uses the International Classification of Functioning, Disability, and Health (ICF) to identify body functions and structure impairments (pathophysiology); activity limitations (systems) and participation restrictions (environmental factors) that influence or determine PT goals specific to acquisition of motor skills, functional mobility and locomotion during infancy, childhood, adolescence and young adulthood. The Elements of Patient Management defined by the APTA Guide to Physical Therapist Practice (version 3.0) is used to frame approaches in pediatric PT management. These elements include examination, evaluation, diagnosis, prognosis (including plan of care), intervention and outcomes. Students administer and interpret norm- and criterion referenced measures specific to pediatrics to identify impairments, activity limitations and participation restrictions. Patient management is considered using the “Traffic Light” framework to consider yellow and red flags in making plans of care or referrals for pediatric patients. The plan of care is considered in a broad context including direct interventions, coordination, communication, and consultation and considers personal (child’s culture, family, personality, and age) and contextual factors (impact of legislation, practice setting, team collaboration, service delivery models and child’s home and community supports). A problem-based format with complex patient cases serves as the basis for developing an evidence-based plan of care.