Objective: To develop a clinically meaningful classification system of reso
urce-homogeneous groups to describe therapy resource use for school-age chi
ldren with disabilities.
Design: Work-time allocation survey of therapy services (physical therapist
s, occupational therapists, and speech pathologists).
Setting: Three main disability agencies in Western Australia.
Clients: All children of two agencies, a random sample of children of the t
hird. A total of 644 clients and their services were studied.
Main Outcome Measurement: Minutes of therapy service time expected over a 1
0-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, base
d on splitting a mobility measure (4 major groups), then the nature of prim
ary disorder (2 subgroups), independence in self care (3 subgroups), and ex
pressive communication (3 subgroups).
Conclusion: 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 b
asis than traditional, historical funding methods have allowed.