Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations


Presentation on theme: "Reliability of the Fullerton Advanced Balance Scale Click Fenter P, Dupree L, Harris C, Koonce K, Teat A. Program in Physical Therapy."— Presentation transcript:

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

2 SUBJECTS 30 community-dwelling adults volunteers ages 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 for raters 1-2 and for raters The intra-rater reliability correlation was found to be 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 disorders Sandra Hayes, Jessica Brownell, Clifton Frilot, Merrie Pendergrass, and Darla Rakoczy Louisiana State University Health Sciences Center-Shreveport Speech-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 Lisanne R. Meiners, PT, DPT Marla Jordan, SPT Hannah Lowe, SPT Department of Physical Therapy

12

13  Background  Purpose

14  Participants  Study Design  Data Collection

15  283 participants (93%return)  Factors: 1.Geographical Location/ Cost of Living 2.Salary/Benefits/ Paid Time Off 3.Prestige of Program 4.Working with Advanced Clinically Experienced Physical Therapists/Mentors 5.Perceived Collaborative Team Spirit/Positive Morale 6.Happiness/Satisfaction of Current/Past Residents 7.Commitment to Residents 8.Time in Classroom vs. Clinical Setting 9.Patient Diversity 10.Opportunity to Mentor Other Physical Therapists/Physical Therapy Students

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

17 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 FAIRLY IMPORTANT 37.1% (n=105) 19.8% (n=56) SLIGHTLY IMPORTANT NOT IMPORTANT 9.5% (n=27)

18 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) NOT IMPORTANT 4.9% (n=14) SLIGHTLY IMPORTANT 13.1% (n=37)

19 Common themes: Working alongside well experienced mentors VERY IMPORTANT 92.2% (n=261) FAIRLY IMPORTANT 7.4% (n=21) SLIGHTLY IMPORTANT 0.4% (n=1)

20 Common themes: Impression of program at interview Collaboration within the program Support within the program VERY IMPORTANT 54.8% (n=155) FAIRLY IMPORTANT 35.0% (n=99) NOT IMPORTANT 1.8% (n=5) SLIGHTLY IMPORTANT 7.8% (n=22)

21 Common themes: Perceived collaborative team spirit and positive morale within the program VERY IMPORTANT 50.9% (n=144) FAIRLY IMPORTANT 36.4% (n=103) NOT IMPORTANT 5.7% (n=16) SLIGHTLY IMPORTANT 6.0% (n=17)

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

23 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 VERY IMPORTANT 33.9% (n=96) FAIRLY IMPORTANT 57.2% (n=162) NOT IMPORTANT 2.5% (n=7) SLIGHTLY IMPORTANT 6.7% (n=19)

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

25 Common themes: Teaching physical therapy students in a clinical setting No desire to mentor VERY IMPORTANT 20.8% (n=59) FAIRLY IMPORTANT 43.8% (n=124) NOT IMPORTANT 10.2% (n=29) SLIGHTLY IMPORTANT 25.4% (n=72)

26  Most and Least Important  Limitations  Future Research

27  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: 1.How does %heart rate (HR) increase compare with lifting and Rating of Perceived Exertion (RPE)? 2.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 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 r correlation 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 – peak HR vs termination

37 Figure 1

38 Figure 2

39 Figure 3

40 Figure 4

41 Results (cont) MaleFemale Peak HR Peak %HR change Peak RPE Peak load BMI 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 1.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, 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), Hazard RG, Reid S, Fenwick J, Reeves V. Isokinetic trunk and lifting strength measurements: Variability as an indicator of effort. SPINE, 1988; 13: Borg, G. (1973). Perceived exertion: A note on history & methods. Med Sci Sports, 5, Borg, G. (1982). Psychophysical bases of perceived exertion. Med Sci Sports, 14, Skinner, J., Hutsler, R., Bergstrinova, V. et al. (1973).The validity and reliability of a rating scale of perceived exertion. Med Sci Sports, 5, Robertson, R. (1982). Central signals of perceived exertion during dynamic exercise. Med Sci Sports, 14, Cafarelli, E. (1982). Peripheral contributions to the perception of effort. Med Sci Sports, 14, Cooper, D., Grimby, G., Jones, D. et al. (1979). Perception of effort in isometric and dynamic muscular contraction. Eur J Applied Physiol, 41, Smutok, M., Skrinar, G., Pandolf, K. (1980). Exercise intensity: Subjective regulation by perceived exertion. Arch Phys Med Rehabil, 61, 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.


Download ppt "Reliability of the Fullerton Advanced Balance Scale Click Fenter P, Dupree L, Harris C, Koonce K, Teat A. Program in Physical Therapy."

Similar presentations


Ads by Google