Evaluation of Return to School Programs for Traumatic Brain Injury

创伤性脑损伤重返校园计划的评估

• 批准号: 10022295
• 负责人: Ann E Glang
• 金额: $ 54.83万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-30 至 2023-09-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10022295
• 关键词: Evaluation; Return; Programs; Traumatic; Brain

Abstract Although hospitals treat children and adolescents with TBI in their initial course of recovery, it is ultimately the school system that serves as the long-term provider of services to these students. The key components of effective Return to School (RTS) programs for students with TBI have been identified. These include (a) identification, screening, and assessment practices; (b) systematic communication between medical and educational systems; (c) tracking of child’s progress over time; and (d) professional development for school personnel. The Central Oregon TBI (COR-TBI) team model, operational in Oregon since 1994, incorporates all 4 components of an effective RTS program. The goal of this project is to compare the health, academic and social outcomes of children/youth with TBI who are served by the COR-TBI team model to outcomes of children/youth in a comparison site. We will use a mixed method quasi-experimental design using school districts in Washington and Ohio as comparison sites. The sample will be 600 children in Central Oregon school districts served by the COR-TBI model and 600 children in the comparison school districts. The comparison school districts do not have formalized return to school programs, and are well matched with the Oregon school districts on demographic factors. We will utilize propensity score estimates to match the COR- TBI and treatment-as-usual (TAU) groups and examine differences between the two sites in child health, academic and social outcomes. We will include a qualitative component to assess stakeholder perceptions of the model, including personal and contextual differences that may have subtle effects on child outcomes, and other unanticipated factors that may impact effective implementation of the model. At the conclusion of the project, we anticipate having evidence of efficacy of the model as well as a comprehensive understanding of the barriers and facilitators to implementation. The project’s translation plan, will be developed in Year 4 with input from our Advisory Board, stakeholders and CDC collaborators.

抽象的 尽管医院在最初的康复过程中以TBI对待儿童和青少年，但最终是 为这些学生提供长期服务提供商的学校系统。关键组成部分 已经确定了针对TBI学生的有效返回学校（RTS）计划。这些包括（a） 识别，筛查和评估实践； （b）医学和 教育系统； （c）跟踪孩子的进步； （d）学校的专业发展 人员。自1994年以来，俄勒冈州中部TBI（COR-TBI）团队模型在俄勒冈州运作 有效的RTS程序的4个组成部分。该项目的目的是比较健康，学术和 由Cor-TBI团队模型为儿童/青少年与TBI的社会成果 比较地点的儿童/青年。我们将使用学校使用混合方法准实验设计 华盛顿和俄亥俄州作为比较地点的地区。样本将是俄勒冈州中部的600名儿童 比较学区的Cor-Tbi车型和600名儿童服务的学区。这 比较学区没有正式的返回学校课程，并且与 俄勒冈州关于人口因素的学区。我们将利用承诺得分估计值 TBI和治疗态度（TAU）组，并检查儿童健康中两个地点之间的差异， 学术和社会成果。我们将包括一个定性组成部分，以评估利益相关者的看法 该模型，包括可能对儿童结果产生细微影响的个人和上下文差异，以及 其他可能影响模型实施的意外因素。在结束时 项目，我们预计有模型效率的证据以及对 实施的障碍和促进者。该项目的翻译计划将在4年级制定 我们的顾问委员会，利益相关者和CDC合作者的输入。