A Structured Goal-Setting Process to Promote Functional and Measurable Outcomes in School-Based Physical Therapy: A Knowledge Translation Study

Introduction: Goal setting is an important component of school-based physical therapy; however, evidence suggests that therapists may not consistently write goals that are relevant, context specific, and measurable. The aims of this knowledge translation study were to evaluate implementation of a goal-setting method for school-based therapists. Method: This study was created to align with the Knowledge to Action framework and included 1-day training and follow-up mentorship. Goals were assessed pre-and posttraining, and questionnaires assessed barriers and facilitators. Results: Twenty-two physical therapists participated. Nineteen participants (90%) strongly agreed/agreed that the training helped change their perspectives about goal setting in the school environment. There was a statistically significant difference in goal quality pre-and posttraining. Therapists identified barriers and facilitators to implementation of effective goal setting in practice. Discussion: Results indicate that this method may be effective at improving goal writing that is relevant, context specific, and measurable in school settings.