Presenter(s) Name(s) and Email Address(es):

Lori Bartleson    [email protected]

 Module Description:

This course is designed to advance the pediatric resident’s knowledge and evidence-based practice of physical therapy in the School-Based Setting. Part 1 of the course is an asynchronous learning module on foundational knowledge of School-Based physical therapy and the physical therapist’s role in this setting, followed by a case-based written assignment. Part 2 of the course is a synchronous session with a case-based discussion, which will also include transition from Early Intervention to School-Based and transition from School-Based to Post-School. Finally, residents are asked to complete a Knowledge Translation Plan. Residents are encouraged to engage with their program mentors throughout the course to enhance learning and integration of knowledge into clinical practice.

Learning Objectives: 

Upon completion of this module, participants will be able to:

1.  Explain similarities and differences of the Individuals with Disabilities Education Act and 504 laws as related to school-based physical therapy.
2. Understand the core components of the IEP document.
3. Explain the process of a school-based comprehensive evaluation.
4. Discuss the parameters of best practice for considerations of dosing School-Based PT services and implementing these services as part of the student’s IEP.
5. Describe the process of transitioning from Early Intervention to School-Based services under IDEA.
6. Explore the components of and barriers to transition from School-Based to Post-School Activities.

Estimated Educational Hours:

1. Asynchronous narrated lecture: 2 hours

2. Resident required readings and assignment: 1.5 hours

3. Synchronous session: 2 hours

4. Knowledge translation worksheet: 1 hour

Presenter Bio: 

Lori Bartleson, PT, DPT, is a Board-Certified Pediatric Clinical Specialist with over 30 years of experience as a pediatric physical therapist, including 26 years as a school-based physical therapist. She is an Assistant Professor at Charleston Southern University in their Doctor of Physical Therapy Program. She is a guest lecturer for the School-Based pediatric content in the Doctor of Physical Therapy program at the Medical University of South Carolina (MUSC). She also serves as the MUSC Physical Therapy Pediatric Residency Coordinator. Lori teaches the Early Intervention and School-based modules for the APTA Academy of Pediatrics Residency Consortium. In addition, she has been an adjunct faculty member at Rocky Mountain University in their transitional Doctor of Physical Therapy Pediatric Science program, teaching the Seminar on Children and Youth in Early Intervention and Education Environments. Lori has experience working with children ages 0-21 in various settings, including early intervention, school-based, and outpatient. Lori graduated with a Bachelor of Science in Physical Therapy from MUSC in 1995 and with a Doctorate in Physical Therapy from A.T. Still University in 2012. Locally, Lori has served the American Physical Therapy Association (APTA) South Carolina Chapter members as the Lowcountry District Co-Chair, a member of the Board of Directors, and a member of the Nominating Committee. Nationally, she has served as the APTA Academy of Pediatric Physical Therapy’s Residency and Fellowship Special Interest Group Secretary. She has also served the APTA Academy of Pediatric Physical Therapy members as the South Carolina State Representative and as the Chair of the Adolescents and Adults with Diverse Abilities Special Interest Group. Lori is an APTA-certified clinical instructor with over 20 years of teaching and mentoring physical therapy students. She has presented at local, state, and national conferences for physical therapists. She has co-authored and published research in pediatric physical therapy.

Confidentiality Agreement:

• Please respect intellectual property rules. All content is intended for your use only.
• All registered participants are required to sign a confidentiality agreement, which requires that they DO NOT distribute course material.

Asynchronous Content:

• Participants should view the narrated lecture prior to the virtual meeting if one is scheduled.
• A handout is included with the slides from the presentation video.

Assignment and Required Readings:

• All participants should complete the assignment described here before the virtual meeting if one is scheduled.
• Review the patient case(s) provided in the Resident Assignment document and answer the corresponding questions.
• Read the required readings provided.
  • Brushett A, Seguin K, Wong L, et al. Understanding school-based rehabilitation services through the lived experiences of children and youth with disabilties: a meta-aggregative review. Frontiers in public health. 2026;14:1745224. Doi: 10.3389/fpubh.2026.1745224
  • Caldwell M, Effgen S, Tezanos AV, Sylvester L, Jeffries LM. Regional Differences in School-Based Physical Therapy Practice for Students Who Made Progress on 2 Outcome Measures. Pediatric physical therapy. 2022;34(1):46-54. doi:10.1097/PEP.0000000000000844
  • Kinsey E, Curto C, Glassman D, Sundberg M, Rosemeyer K, Rapport MJ. Changing the Paradigm of School-Based Physical Therapist Service Delivery: Using Evidence to Support Intensive Intervention. Pediatric Physical Therapy. 2022 Jan 1;34(1):73-80.
  • Wynarczuk KD, Chiarello LA, Gracely E, Effgen SK, Palisano RJ, Fisher K. Participation-Based Student Goals in School-Based Physical Therapy Practice: Influence on Service Delivery and Outcomes. Physical & occupational therapy in pediatrics. 2021;41(5):485-502. doi:10.1080/01942638.2021.1877234
  • Jeffries LM, McCoy SW, Effgen SK, Chiarello LA, Villasante Tezanos AG. Description of the Services, Activities, and Interventions Within School-Based Physical Therapist Practices Across the United States. Physical Therapy. 2018 Oct 17;99(1):98-108.
  • Optional:  Effgen SK, Kaminker MK. Chapter 33 – The Educational Environment. In: Campbell’s Physical Therapy for Children. Sixth Edition. Elsevier Inc; 2023:768,795.el – 795,795.e8. doi: 10.1016/B978-0-323-79796-2.00033-4

Virtual Meeting:

• The platform is Zoom, so be sure to leave yourself some additional set up time if you need to download the free software.
• Please plan to have your video on during the entire session to facilitate interaction and discussion.
• The course presenter(s) will start with a brief overview of the asynchronous content, discuss a few important points, and answer any questions that residents have.
• The course presenter(s) will also facilitate discussion about the resident assignment using individual breakout rooms and/or discussion in the main room. Come prepared to be an active participant in discussions.
• The synchronous session will be recorded and posted for participants to view if they are unable to attend the live synchronous session. Please keep in mind that we are unable to record individual breakout room discussions. Only main room discussions will be recorded. Therefore, residents/faculty who do not attend the virtual meeting will not have the opportunity to participate in or hear discussions that occurred in the breakout rooms, or to ask questions. We strongly encourage participants to attend the virtual meeting in real-time to take full advantage of the learning opportunities offered there.

Knowledge Translation Reflection:

• After finishing all components of the module, complete a Knowledge Translation Reflection (see worksheet posted with other course materials) and discuss with your residency mentor(s) or program director.

Please email the presenters if you have any questions about the content or assignments!

If you have questions about registration or the Consortium, please contact Elena Bradley at [email protected].