Abstract：
UNASSIGNED: To evaluate the effectiveness of school-based physiotherapy interventions for improving students\' participation in school settings.
UNASSIGNED: A systematic review was reported using PRISMA guidelines. Four databases were searched for studies investigating physiotherapy outcomes of school-based physiotherapy interventions in children. Studies were categorised by intervention type and evaluated based on evidence level and conduct.
UNASSIGNED: Fifteen intervention types (23 studies) met criteria. Strong positive evidence supported treadmill training without bodyweight support (n = 1), and upper limb interventions (n = 2). Moderate positive evidence supported robotic-assisted gait training (n = 1), Gross Motor Activity Training with Multimodal Education-Based Therapy (GMAT + MET) (n = 2), neurodevelopmental treatment (n = 2), and rock climbing (n = 1). Weak positive evidence supported environmental modifications (n = 1), Ergonomic Health Literacy (n = 3), GMAT (n = 1), GMAT with progressive resistance exercise (GMAT-PRE) (n = 1), hippotherapy (n = 1), MET alone (n = 7), overground gait training (n = 2), treadmill training with partial body-weight support (n = 1), and non-immersive virtual reality (n = 3).
UNASSIGNED: There is preliminary supporting evidence for a variety of school-based physiotherapy interventions which is consistent with evidence for interventions with established efficacy in other contexts. The evidence for interventions in school contexts alone is insufficient to guide current practice. Future research should specifically evaluate the effectiveness of physiotherapy approaches in school settings.
Preliminary supporting evidence exists for a variety of school-based physiotherapy interventions, primarily those with established efficacy in other contexts.Successful interventions were designed with a direct focus on assisting participants to improve their ability to engage in school activities.Relevant participation-focussed outcome measures should be used to evaluate the effectiveness of intervention provided in a school context.Interventions with proven effectiveness for specific population groups in other contexts are likely to be effective in schools, however the impact on participation at school is yet to be determined.
UNASSIGNED: A systematic review was reported using PRISMA guidelines. Four databases were searched for studies investigating physiotherapy outcomes of school-based physiotherapy interventions in children. Studies were categorised by intervention type and evaluated based on evidence level and conduct.
UNASSIGNED: Fifteen intervention types (23 studies) met criteria. Strong positive evidence supported treadmill training without bodyweight support (n = 1), and upper limb interventions (n = 2). Moderate positive evidence supported robotic-assisted gait training (n = 1), Gross Motor Activity Training with Multimodal Education-Based Therapy (GMAT + MET) (n = 2), neurodevelopmental treatment (n = 2), and rock climbing (n = 1). Weak positive evidence supported environmental modifications (n = 1), Ergonomic Health Literacy (n = 3), GMAT (n = 1), GMAT with progressive resistance exercise (GMAT-PRE) (n = 1), hippotherapy (n = 1), MET alone (n = 7), overground gait training (n = 2), treadmill training with partial body-weight support (n = 1), and non-immersive virtual reality (n = 3).
UNASSIGNED: There is preliminary supporting evidence for a variety of school-based physiotherapy interventions which is consistent with evidence for interventions with established efficacy in other contexts. The evidence for interventions in school contexts alone is insufficient to guide current practice. Future research should specifically evaluate the effectiveness of physiotherapy approaches in school settings.
Preliminary supporting evidence exists for a variety of school-based physiotherapy interventions, primarily those with established efficacy in other contexts.Successful interventions were designed with a direct focus on assisting participants to improve their ability to engage in school activities.Relevant participation-focussed outcome measures should be used to evaluate the effectiveness of intervention provided in a school context.Interventions with proven effectiveness for specific population groups in other contexts are likely to be effective in schools, however the impact on participation at school is yet to be determined.
摘要：
■评估以学校为基础的物理治疗干预措施的有效性，以提高学生在学校环境中的参与度。
■使用PRISMA指南进行了系统评价。搜索了四个数据库，以研究儿童基于学校的物理治疗干预的物理治疗结果。研究按干预类型进行分类，并根据证据水平和行为进行评估。
■15种干预类型（23项研究）符合标准。强有力的积极证据支持没有体重支持的跑步机训练（n=1），和上肢干预（n=2）。中等阳性证据支持机器人辅助步态训练（n=1），粗大运动活动训练与多模式教育为基础的治疗（GMAT+MET）（n=2），神经发育治疗（n=2），攀岩（n=1）。微弱的积极证据支持环境改变(n=1)，人体工程学健康素养（n=3），GMAT(n=1),GMAT与渐进性阻力运动（GMAT-PRE）（n=1），海马疗法（n=1），仅MET（n=7），地面步态训练（n=2），带部分体重支撑的跑步机训练(n=1)，和非沉浸式虚拟现实(n=3)。
■有各种基于学校的物理治疗干预措施的初步支持证据，这与在其他情况下具有既定疗效的干预措施的证据一致。仅在学校环境中进行干预的证据不足以指导当前的实践。未来的研究应该特别评估物理治疗方法在学校环境中的有效性。
各种基于学校的物理治疗干预措施存在初步的支持证据，主要是那些在其他情况下具有既定功效的人。成功的干预措施的设计直接侧重于帮助参与者提高他们参与学校活动的能力。应使用相关的以参与为重点的结果措施来评估在学校环境中提供的干预措施的有效性。在其他情况下，对特定人口群体有效的干预措施可能在学校有效，然而，对学校参与的影响尚未确定。
■使用PRISMA指南进行了系统评价。搜索了四个数据库，以研究儿童基于学校的物理治疗干预的物理治疗结果。研究按干预类型进行分类，并根据证据水平和行为进行评估。
■15种干预类型（23项研究）符合标准。强有力的积极证据支持没有体重支持的跑步机训练（n=1），和上肢干预（n=2）。中等阳性证据支持机器人辅助步态训练（n=1），粗大运动活动训练与多模式教育为基础的治疗（GMAT+MET）（n=2），神经发育治疗（n=2），攀岩（n=1）。微弱的积极证据支持环境改变(n=1)，人体工程学健康素养（n=3），GMAT(n=1),GMAT与渐进性阻力运动（GMAT-PRE）（n=1），海马疗法（n=1），仅MET（n=7），地面步态训练（n=2），带部分体重支撑的跑步机训练(n=1)，和非沉浸式虚拟现实(n=3)。
■有各种基于学校的物理治疗干预措施的初步支持证据，这与在其他情况下具有既定疗效的干预措施的证据一致。仅在学校环境中进行干预的证据不足以指导当前的实践。未来的研究应该特别评估物理治疗方法在学校环境中的有效性。
各种基于学校的物理治疗干预措施存在初步的支持证据，主要是那些在其他情况下具有既定功效的人。成功的干预措施的设计直接侧重于帮助参与者提高他们参与学校活动的能力。应使用相关的以参与为重点的结果措施来评估在学校环境中提供的干预措施的有效性。在其他情况下，对特定人口群体有效的干预措施可能在学校有效，然而，对学校参与的影响尚未确定。
