• Richard J Siegert, Kathryn M McPherson, and Sarah G Dean.
• Rehabilitation Teaching and Research Unit, Department of Medicine, Wellington School of Medicine, University of Otago, Wellington, New Zealand. rsiegert@wnmeds.ac.nz
• Disabil Rehabil. 2005 Dec 30; 27 (24): 1493-501.

PurposeThis article considers the role of theory and theory building in science and specifically in rehabilitation. It is argued that rehabilitation has tended to value theory testing over theory building and some evidence is presented for this.MethodSome general questions concerning the role of theory in scientific progress are discussed including: What is a theory? What is the role of theory in science? What makes a good scientific theory? How does theoretical change occur in science? Where relevant these questions are discussed in terms of examples from clinical rehabilitation research.ResultsTwo important issues arising from the preceding discussion are then considered. First is the question of whether a general or unifying theory of rehabilitation is a desirable goal. The second concerns how we might begin to develop a coherent programme of theory building in rehabilitation.ConclusionMore time spent on rehabilitation theory building may enhance the fruits of empirical theory testing.

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