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Susan K. Effgen

PT, PhD, FAPTA

Susan K. Effgen, PT, PhD, FAPTA, is a professor in the Division of Physical Therapy, Department of Rehabilitation Sciences at the University of Kentucky. She is an established educator and researcher in pediatric physical therapy and has taught at several universities including the Hong Kong Polytechnic University. In 1986, she established the sixth doctoral program in physical therapy in the United States at Hahnemann University (now Drexel University) in Philadelphia, PA, and then the Rehabilitation Sciences Doctoral Program at the University of Kentucky. She co-founded the Adaptive Learning Center for Infants and Children in Atlanta, GA.

Dr. Effgen is a Catherine Worthingham Fellow of American Physical Therapy Association (APTA). As co-chair of APTA's Section on Pediatrics' Government Affairs Committee, she was active in the process of the authorization and reauthorizations of IDEA. Dr. Effgen has published extensively, has served on several editorial boards, including Physical Therapy, and edited both editions of the text Meeting the Physical Therapy Needs of Children. She was principle-investigator of a US Department of Education grant: PT COUNTS, Study of the Relationship of Student Outcomes to School-Based Physical Therapy Services. Dr. Effgen received the Section on Pediatrics' Bud DeHaven Award for Extraordinary Service to the Section and the Section's Advocacy Award, which is now given in her name. She is the founding chair of the Section's School-Based Physical Therapy Special Interest Group. She is presently working with an adaptive dance program in a number of Kentucky schools.

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History of IDEA and the Requirements of the 2004 Reauthorization

Presented by Susan K. Effgen, PT, PhD, FAPTA

History of IDEA and the Requirements of the 2004 Reauthorization

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Why and how is school-based physical therapy practice different than other pediatric practice settings? School-based physical therapy practice was nationally mandated as a related service starting in 1975 with PL 94-142, The Education for All Handicapped Children Act and presently covered under PL 108-446, Individuals with Disabilities Education Improvement Act of 2004 (IDEA). Knowledge of this law and its rules and regulations are required for successful school-based practice. This course will cover the history leading up to the first national law and then its reauthorizations. Elements of the law specifically influencing physical therapy practice and services to students with disabilities will be examined.

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Essential Elements of School-Based Physical Therapy Practice

Presented by Susan K. Effgen, PT, PhD, FAPTA

Essential Elements of School-Based Physical Therapy Practice

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What does PL 108-446, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) require of those providing special education and related services to students with disabilities in schools? A key element is the Individualized Education Program (IEP) which is developed by the IEP team. Physical therapists must understand their role on the IEP team and how to advocate for needed student services. IDEA also includes a number of other provisions which therapists must comprehend to be successful service providers and collaborative team members.

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Examination and Evaluation in School-Based Practice

Presented by Susan K. Effgen, PT, PhD, FAPTA

Examination and Evaluation in School-Based Practice

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What tests and measures should physical therapists use in school settings? Are they different from other pediatric practice settings? First, the school-based physical therapist must understand the multiple meanings of the term "evaluation" in a school setting. With the school focus on participation and educational and functional outcomes the most appropriate tests and measures should be selected. A number of these tests and measures will be reviewed in more detail on the School Function Assessment (SFA) and PEDI-CAT and use of goal attainment scaling (GAS) as an outcome measure.

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Evidenced-Based School Practice

Presented by Susan K. Effgen, PT, PhD, FAPTA

Evidenced-Based School Practice

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Must school-based physical therapists use evidenced-based practice? All therapists should be using evidenced-based interventions; however in school-based practice there is a federal law mandating interventions based on peer-reviewed research when practicable. This course will present interventions that have been studied using systematic reviews and meta-analysis when available.

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