Introduction to PT

Table 2-2. List of Intervention Categories Used in Physical Therapy

Intervention Description
Airway Clearance Techniques Activities to create or maintain clear airways.
Assistive Technology; Prescription, Application, Selection (or Fabrication), fit, and training in the use of
and, as Appropriate, Fabrication or Modification the devices and equipment to improve function,
prevent further impairments and reduce pain.
Biophysical Agents Use of thermal, acoustic, electrical, or radiant energy,
and mechanical equipment to decrease pain and
swelling, and improve skin condition, joint movement,
and neuromuscular performance.
Functional Training in Self- Care and in Domestic, Activities to improve function in home, education,
Education, Work, Community, Social and Civic Life work and community environments.
Integumentary Repair and Protective Technique Activities to improve wound healing and scar
management.
Manual Therapy Technique Skilled hand techniques on soft tissues and joints to
increase motion and reduce pain.
Motor Function Training Planned physical movements, postures, or activities.
Therapeutic Exercise Planned physical movements or activities to improved
physical function and health status.

BOX 5-1
Core Documents of the American Physical Therapy Association (APTA)

 Guiding Principles to Achieve the Vision

 Code of Ethics for the Physical Therapist
 Guide to Professional Conduct
 Standards of Practice for Physical Therapy
 Criteria for Standards of Practice for Physical Therapy
 Guidelines: Physical Therapy Documentation of Patient/ Client Management
 Professionalism in Physical Therapy: Core Values
 Standards of Ethical Conduct for the Physical Therapist Assistant
 Guide for Conduct of the Physical Therapist Assistant
 Value-based Behaviors for the Physical Therapist Assistant
 Bylaws of the American Physical Therapy Association
 Standing Rules of the American Physical Therapy Association
 BOX 5-2
Code of Ethics for the Physical Therapist

Principle 1: Physical therapists shall respect the inherent dignity and rights of all individuals.
(Core Values: Compassion, Integrity)
Principle 2: Physical therapists shall be trustworthy and compassionate in addressing the rights
and needs of patients/ clients.
(Core Values: Altruism, Compassion, Professional Duty)
Principle 3: Physical therapists shall be accountable for making sound professional judgements.
(Core Values: Excellence, Integrity)
Principle 4: Physical therapists shall demonstrate integrity in their relationships with
patients/clients, families, colleagues, students, research participants, other health care providers,
employers, payers, and the public.
(Core Value: Integrity)
Principle 5: Physical therapists shall fulfil their legal and professional obligations.
(Core Values: Professional Duty, Altruism)
Principle 6: Physical therapists shall enhance their expertise through the lifelong acquisition and
refinement of knowledge, skills, abilities, and professional behaviours.
(Core Value: Excellence)
Principle 7: Physical therapists shall promote organizational behaviours and business practices
that benefit patients// clients and society.
(Core Values: Integrity, Accountability)
Principle 8: Physical therapists shall participate in efforts to meet the health needs of people
locally, nationally, or globally.
(Core Value: Social Responsibility)

BOX 5-3
Standards of Ethical Conduct for the Physical Therapist Assistant

Standard 1: Physical therapist assistants shall respect the inherent dignity, and rights, of all individuals.
Standard2: Physical therapist assistants shall be trustworthy and compassionate in addressing the
rights and needs of patients/ clients.
Standard 3: Physical therapist assistants shall make sound decisions in collaboration with the physical
therapist within the boundaries established by laws and regulations.
Standard 4: Physical therapist assistants shall demonstrate integrity in their relationship with patients/
clients, families, colleagues, students, other health care providers, employers, payers, and the public.
Standard 5: Physical therapist assistants shall fulfil their legal and ethical obligations.
Standard 6: Physical therapist assistants shall enhance their competence through the lifelong
acquisition and refinement of knowledge, skills, and abilities.
Standard 7: Physical therapist assistants shall support organizational behaviours and business practices
that benefit patients/ clients and society.
Standard 8: Physical therapist assistants shall participate in efforts to meet the health needs of people
locally, nationally, or globally.
 Teaching & Learning

SPOTLIGHT ON RESEARCH 1.1

Teacher Personality Traits Students Like

Students age 11- 15 were given a list of teacher characteristics which might have a positive
effect on their attitudes toward learning. Following are the top teacher characteristics the
students deemed “very important” and the percentage of students who thought so (Zamorski
& Haydo, 2002):

Interacts ‘normally’ (63%)

Friendly (63.0%)
Enthusiastic (54.3%)
Sense of humor (52.2%)
Let’s pupils talk as they work (50.0%)
Praises and encourages (45.7%)
Courteous (45.4%)
Relaxed (45.3%)
Strict (34.8%)

Highlight 1.1

Don’t let your beliefs get in your way!

When you entered teacher preparation you brought along many beliefs about a whole lot of
things including students and how to teach them. These beliefs are quite robust and resistant
to change. Beliefs act as a filter. When new information is not compatible with what we
believe we tend to reject or at least not remember (Kane, Sandretto & Heath, 2002)

Here is an example of how your beliefs can influence your teaching:

Teachers who believe or expect students are not as able to learn, give them less time to
answer questions, do no! help them to answer questions, provide less praise and are more
prone to criticism, seat such learners farther away, give them less demanding work and are
less friendly toward them (Good and Bmphy,-2002). Conversely, teachers with high
expectations of their students teach them more and teach it more warmly... [and they] tend
to give [them] greater opportunities for responding and [better] feedback” (Rosenthal, 2003).

Consequently, carefully examine your ideas about learning, teaching, and schooling. So far as
you can, clarify what you believe and then try to determine whether that belief is true or
merely a personal bias. Never get caught thinking.
SPOTLIGHT ON RESEARCH 1.3

How Small Classes Seem to affect Student Learning

A study conducted in Tennessee (Project Star) found substantial advantages for K-3 children in
smaller classes (thirteen to seventeen students). Specifically, on average, they performed better on
all tests of academic achievement. A follow-up study was done to see whether the benefit of having
been in smaller classes carried over into later grades. Findings include that, on average, students
who attended small k-3 classes for only one year performed no better in grade 4,6 or 8 than
students who had attended larger classes; students who attended for two years performed a bit
better; and students who were in small classes for three years showed important carryover effects
in the later grades (Finn, Gerber, Achilles & Boyd-Zaharisas, 2001).

California accepted that class size affects student learning and reduced primary classes from an
average of 30 to 20 students. Evaluations confirm that students in larger ones. Additionally, teachers
say they spend more time teaching and less time disciplining (Stretcher et al., 2001).

SPOTLIGHT ON RESEARCH 2.1

Are Parents Responsible for the Racial Gap in Student Achievement?

Black American Students in an Affluent Suburb (Ogbu & Davis, 2003) presents the results of a study
done in Shaker Heights, Ohio, an upper middle-class, racially mixed suburb where it is found that
many African-American students lag academically behind their white and Asian-American
classmates even though they enjoy the same advantages of family education and stability. Black
parents reasonably ask, “What is going on?” Ogbu and Davis suggest they are part of the problem.
The researchers found black parents generally do not involve themselves in school and do not spend
enough time supervising their children’s education Ogbu and Davis also blame students who admit
they fail to put forth as much academic effort, don’t listen in class, and don’t study properly.
Furthermore, the anthropologists argue that African-American kids should be encouraged to choose
better role models than black athletes, entertainers, and rappers. Columnists Clarence Page and
Thomas Sowell red Ogbu’s Book. Sowell (2203) concurs with Ogbu that too many black students and
their families have unhelpful, distracting priorities including non-academic activities such as sports
and entertainment and that black children are unduly caught up in hanging out with friends in
person or on the phone. Sowell cites another barrier from McWhorter’s book Losing the Race (2001)
– that affirmative action reduces the incentive for black students to do their best. Page (2003)
reflects, “By facing . . . realities openly and honestly, we (parents) can begin to encourage a
self0image among black youths that will help them value their brains as much as their basketballs or
the ‘bling-bling’ and ‘ching-ching’ of rappers."
SPOTLIGHT ON RESEARCH 2.2

How Parents Can Help Children Succeed in School and How Schools Can Help Parents

Here are some ways parents can help kids succeed in school (Marzano 2003; Molner 2002;
Thorkildsen and Stein, 1998).

Create a home environment conducive to learning:

• Make clear the importance of learning
• Encourage reading
• Find a suitable place for study
• Have frequent discussions with children regarding schoolwork
• Encourage children regarding their schoolwork and homework
• Hold high expectations for educational success.
• Encourage children to think well of themselves.
• Maintain good relationships with children.
• Support and get involved in school parent involvement programs.

Relatedly schools can help parents:

• Parents need strong, ongoing support from schools and teachers. This support especially
necessary for low-income parents.
• Parents and their children seem to benefit when schools provide parents a wide range of
programs designed to improve parental reading skills, re-duce financial stress, and meet
health and nutritional needs.
• Low-Income children especially benefit when they are exposed to after-school, summer,
or year-round schooling