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SUBJECTS

Reliability of the Fullerton Advanced Balance Scale Click Fenter P, Dupree L, Harris C, Koonce K, Teat A. Program in Physical Therapy. SUBJECTS. 30 community-dwelling adults volunteers ages 58-81 age was 69.5 ± 6.3. Fullerton Advanced Balance Scale. METHODS.

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SUBJECTS

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  1. Reliability of the Fullerton Advanced Balance ScaleClick Fenter P, Dupree L, Harris C, Koonce K, Teat A. Program in Physical Therapy

  2. SUBJECTS 30 community-dwelling adults volunteers ages 58-81 age was 69.5 ± 6.3 Fullerton Advanced Balance Scale

  3. METHODS Consent, demographics and the Physical Activity Questionnaire, (PAQ) was administered to the volunteers before testing. The FAB was administered to the participants with the tasks tested in random order while being videotaped. Each tester and videographer assessed the physical performance on the test and ranked performance. At least two to three weeks later, the video tapes were reviewed by the four raters (four 3rd year DPT students) and performance was rated again according to the FAB criteria. Comparison of scores were made to determine the reliability of this balance test.   Fullerton Advanced Balance Scale

  4. RESULTS Inter-rater and intra-rater reliability were established by utilizing the Pearson’s correlation coefficient. The inter-rater reliability correlation was determined to be 0.994 for raters 1-2 and 0.937 for raters 3-4. The intra-rater reliability correlation was found to be 0.940 overall for the raters. Fullerton Advanced Balance Scale

  5. CONCLUSION The FAB is a valuable tool that is easy to administer to a variety of ages and in different types of settings. Since the mean total FAB scores have both inter-rater and intra-rater reliabilities, we can conclude that the Fullerton Advanced Balance Scale is a reliable measure of some activity in our study. Additionally third year DPT students can perform this balance test safely and accurately. Fullerton Advanced Balance Scale

  6. Effects of animal-assisted therapy (AAT) on emergent literacy skills of preschool children with language disordersSandra Hayes, Jessica Brownell, Clifton Frilot, Merrie Pendergrass, and Darla RakoczyLouisiana State University Health Sciences Center-ShreveportSpeech-Language Pathology Program

  7. SUBJECTS ten 3-5 year olds who exhibited a language and/or articulation disorder Animal Assisted Therapy

  8. METHODS The participants were randomly chosen to one of two treatment groups. Both groups received one thirty minute session of emergent literacy treatment, but Treatment Group 1 had a R.E.A.D. certified dog present (Condition A). Treatment Group 2 did not (Condition B). Two tests were administered pre- and post-treatment. Animal Assisted Therapy

  9. LESSONS Animal Assisted Therapy

  10. RESULTS Statistical analysis showed no significant difference in scores between the two groups; this may have been due to a small number of participants. Averaged differences between the two groups’ pre- and post-treatment scores were calculated and compared. These results showed improvement for both groups. In addition, Group 1 (w/dog) required 50% fewer redirections per session than Group 2 (w/o dog). Animal Assisted Therapy

  11. The Choice of Residency: Factors Influencing an Individual’s Selection of aPhysical Therapy Residency Program Lisanne R. Meiners, PT, DPT Marla Jordan, SPT Hannah Lowe, SPT Department of Physical Therapy

  12. APTA Credential Requirements

  13. INTRODUCTION • Background • Purpose

  14. METHODS • Participants • Study Design • Data Collection

  15. RESULTS • 283 participants (93%return) • Factors: • Geographical Location/ Cost of Living • Salary/Benefits/ Paid Time Off • Prestige of Program • Working with Advanced Clinically Experienced Physical Therapists/Mentors • Perceived Collaborative Team Spirit/Positive Morale • Happiness/Satisfaction of Current/Past Residents • Commitment to Residents • Time in Classroom vs. Clinical Setting • Patient Diversity • Opportunity to Mentor Other Physical Therapists/Physical Therapy Students

  16. GEOGRAPHICAL LOCATION/COST OF LIVING • Common themes: • Current city or • location of residence • Family • responsibilities • Cost of living • Availability of • residency specialty • City or location • preference • Online residency • program NOT IMPORTANT 9.9% (n=28) VERY IMPORTANT 42% (n=119) SLIGHTLY IMPORTANT 16.3% (n=46) FAIRLY IMPORTANT 31.8% (n=90)

  17. SALARY/BENEFITS/PAID TIME OFF • Common themes: • The differences in • pay between current • job and residency • program • Student loan • payment considerations • Paid time off • Benefits • Residency paid for • and/or provided by • current employer • Online residency • program • Geography/current • location NOT IMPORTANT 9.5% (n=27) SLIGHTLY IMPORTANT 19.8% (n=56) FAIRLY IMPORTANT 37.1% (n=105)

  18. PRESTIGE OF PROGRAM SLIGHTLY IMPORTANT 13.1% (n=37) NOT IMPORTANT 4.9% (n=14) • Common themes: • Well-known and highly • regarded program • APTA accredited with • graduated residents • Program that was best • fit for the resident • Working with clinically • advanced physical • therapists and mentors • Passing rate of • specialty exam VERY IMPORTANT 44.5% (n=127) FAIRLY IMPORTANT 37.8% (n=107)

  19. WORKING WITH ADVANCED CLINICALLY EXPERIENCED PHYSICAL THERAPISTS/MENTORS SLIGHTLY IMPORTANT 0.4% (n=1) FAIRLY IMPORTANT 7.4% (n=21) • Common themes: • Working alongside • well experienced • mentors VERY IMPORTANT 92.2% (n=261)

  20. PERCEIVED COLLABORATIVE TEAM SPIRIT/ POSITIVE MORALE SLIGHTLY IMPORTANT 7.8% (n=22) • Common themes: • Impression of • program at interview • Collaboration within • the program • Support within the • program NOT IMPORTANT 1.8% (n=5) VERY IMPORTANT 54.8% (n=155) FAIRLY IMPORTANT 35.0% (n=99)

  21. HAPPINESS/SATISFACTION OF CURRENT/PAST RESIDENTS • Common themes: • Perceived collaborative • team spirit and positive • morale within the • program NOT IMPORTANT 5.7% (n=16) SLIGHTLY IMPORTANT 6.0% (n=17) VERY IMPORTANT 50.9% (n=144) FAIRLY IMPORTANT 36.4% (n=103)

  22. COMMITMENT TO RESIDENTS • Common themes: • Perceived collaborative • team spirit and positive • morale within the • program SLIGHTLY IMPORTANT 2.1% (n=6) NOT IMPORTANT 1.4% (n=4) FAIRLY IMPORTANT 22.3% (n=63) VERY IMPORTANT 72.8% (n=206)

  23. TIME IN CLASSROOM VS. CLINICAL SETTING • Common themes: • Greater time in • classroom setting • Greater time in clinical • setting • Equal time in both • classroom and clinical • settings • Opportunity to mentor • other physical • therapists and physical • therapy students SLIGHTLY IMPORTANT 6.7% (n=19) NOT IMPORTANT 2.5% (n=7) VERY IMPORTANT 33.9% (n=96) FAIRLY IMPORTANT 57.2% (n=162)

  24. PATIENT DIVERSITY NOT IMPORTANT 5.3% (n=15) SLIGHTLY IMPORTANT 15.9% (n=45) VERY IMPORTANT 29.3% (n=83) FAIRLY IMPORTANT 48.8% (n=138) • No true common themes noted.

  25. OPPORTUNITY TO MENTOR OTHER PHYSICAL THERAPISTS/ PHYSICAL THERAPY STUDENTS • Common themes: • Teaching physical • therapy students in • a clinical setting • No desire to mentor NOT IMPORTANT 10.2% (n=29) VERY IMPORTANT 20.8% (n=59) SLIGHTLY IMPORTANT 25.4% (n=72) FAIRLY IMPORTANT 43.8% (n=124)

  26. CONCLUSION • Most and Least Important • Limitations • Future Research

  27. Special Thanks… • Current and past residents of LSU Health Shreveport • Program directors and current and past residents across the United States • Kendra Harrington, APTA residency certification liaison • DPT Students: Marla Jordan and Hannah Lowe • LPTA

  28. Psychophysical and Physiological Variables During Dynamic Lift Testing in Functional Capacity Evaluations Marie Vazquez Morgan PT PhD Daniel Herring and Blake Carriere

  29. Intro • What are FCEs? • Tests designed to assess the ability of a worker to perform his/her duties. • Why are FCEs necessary? • MSDs • $140 billion per year • Gouttebarge et al (2005)

  30. Purpose • Assess the changes in physiological and psychophysical variables in relation to a maximal effort during a dynamic lifting test. • Guiding Questions: • How does %heart rate (HR) increase compare with lifting and Rating of Perceived Exertion (RPE)? • Is there a psychophysical relationship (HR change and RPE)?

  31. Hypothesis • Researchers hypothesized that as the load being lifted increased in weight, both %HR change and RPE would increase linearly.

  32. Methods • Materials • Niosh Box • Polar HR monitor • Borg Scale printout

  33. Methods (cont) • 27 first and second year DPT students • 6 males, 21 females • 21-35 yo • Exclusion criteria • Beta Blockers • Pregnancy • Hernia or recent surgery • Other medical complications restricting lifting

  34. Methods (cont.) • BMI • RHR • Participant educated on floor-to-waist lift • Participant performed lift • Initial lift was 20 pounds increasing by 10 lb increments. • Peak HR and RPE assessed after each lift. • Termination • Psychophysical • Biomechanical • Max load lifted

  35. Statistical Analysis • Pearson rcorrelation • P= 0.05 • r ≥ 0.381

  36. Results • Statistically Insignificant • Peak HR vs RPE • Peak %HR change vs RPE • BMI vs max load lifted • Statistically Significant • %HR change vs RPE • %HR change vs load • RPE vs load • RPE @ peak HR vs RPE @ termination

  37. Figure 1

  38. Figure 2

  39. Figure 3

  40. Figure 4

  41. Results (cont) Figure 5

  42. Conclusion • %HR change and RPE appear to be valid indicators of exertion during FCE dynamic lift testing. • Ideas for future studies • Increase sample size • Equal number of m and f • Wider range of age and BMI • Alter exclusion criteria

  43. References • Gouttebarge, V., Kuijer, P., Wind, H. (2009). Criterion-related Validity of Functional Capacity Evaluation Lifting Tests on Future Work Disability Risk and Return to Work in the Construction Industry. Occupational and Environmental Medicine, 66, 657-663. • Jay, M. A. et al (2000). Sensitivity and Specificity of the Indicators of Sincere Effort of the EPIC Lift Capacity Test on a Previously Injured Population. SPINE, 25(11), 1405-1412. • Hazard RG, Reid S, Fenwick J, Reeves V. Isokinetic trunk and lifting strength measurements: Variability as an indicator of effort. SPINE, 1988; 13:54-7. • Borg, G. (1973). Perceived exertion: A note on history & methods. Med Sci Sports, 5, 90-93. • Borg, G. (1982). Psychophysical bases of perceived exertion. Med Sci Sports, 14, 377-381. • Skinner, J., Hutsler, R., Bergstrinova, V. et al. (1973).The validity and reliability of a rating scale of perceived exertion. Med Sci Sports, 5, 94-96. • Robertson, R. (1982). Central signals of perceived exertion during dynamic exercise. Med Sci Sports, 14, 382-389. • Cafarelli, E. (1982). Peripheral contributions to the perception of effort. Med SciSports, 14, 382-389. • Cooper, D., Grimby, G., Jones, D. et al. (1979). Perception of effort in isometric and dynamic muscular contraction. Eur J Applied Physiol, 41, 173-180. • Smutok, M., Skrinar, G., Pandolf, K. (1980). Exercise intensity: Subjective regulation by perceived exertion. Arch Phys Med Rehabil, 61, 569-574. • Vazquez Morgan, M., Allison, Steve., Duhon, Damian. Heart Rate Changes I Functional Capacity Evaluations in a Workers’ Compensation Population. Louisiana State University Health Sciences Center, School of Allied Health Professions, Program in Physical Therapy; Tri-State OCCFIT Physical Therapy Inc.

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