A therapy-relevant casemix classification system for school-age children with disabilities.
OBJECTIVE
To develop a clinically meaningful classification system of resource-homogeneous groups to describe therapy resource use for school-age children with disabilities.


METHODS
Work-time allocation survey of therapy services (physical therapists, occupational therapists, and speech pathologists).


METHODS
Three main disability agencies in Western Australia. CLIENTS: All children of two agencies, a random sample of children of the third. A total of 644 clients and their services were studied.


METHODS
Minutes of therapy service time expected over a 10-week school term.


RESULTS
Forty-six percent of the variance in a measure of time spent with clients can be explained using a classification system of nine groups, based on splitting a mobility measure (4 major groups), then the nature of primary disorder (2 subgroups), independence in self care (3 subgroups), and expressive communication (3 subgroups).


CONCLUSIONS
This study defines a preliminary classification system for the distribution of therapy resources to school-age children with disabilities. This model has the potential to be used to purchase services on a fairer basis than traditional, historical funding methods have allowed.
Dyson
M
M
School of Public Health, La Trobe University, Bundoora, Victoria, Australia.
Duckett
S J
SJ
Allen
F C
FC
D002648:Child; D003131:Combined Modality Therapy; D003953:Diagnosis-Related Groups; D019988:Children with Disabilities / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008297:Male; D010348:Patient Care Team; D015203:Reproducibility of Results; D014739:Victoria