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: 10579352
• 负责人: Ann E Glang
• 金额: $ 54.36万
• 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/10579352
• 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对患有 TBI 的儿童和青少年进行治疗，但最终 学校系统作为这些学生的长期服务提供者。的关键组成部分 已经确定了针对 TBI 学生的有效返校 (RTS) 计划。这些包括（一） 识别、筛选和评估实践； (b) 医疗和医疗机构之间的系统沟通 教育系统； (c) 跟踪儿童随时间的进步； (d) 学校专业发展 人员。俄勒冈州中部 TBI (COR-TBI) 团队模型自 1994 年起在俄勒冈州运营，涵盖了所有 有效 RTS 计划的 4 个组成部分。该项目的目标是比较健康、学术和 COR-TBI 团队模型服务的患有 TBI 的儿童/青少年的社会结果 比较网站中的儿童/青少年。我们将使用学校的混合方法准实验设计 华盛顿和俄亥俄州的地区作为比较地点。样本为俄勒冈州中部的 600 名儿童 COR-TBI 模型服务的学区和比较学区的 600 名儿童。这 比较学区没有正式的重返校园计划，并且与 俄勒冈州学区的人口因素。我们将利用倾向得分估计来匹配 COR- TBI 和照常治疗 (TAU) 组并检查两个地点在儿童健康方面的差异， 学术和社会成果。我们将包括一个定性部分来评估利益相关者的看法 该模型，包括可能对儿童结果产生微妙影响的个人和背景差异，以及 其他可能影响模型有效实施的意外因素。会议结束时 项目中，我们期望获得模型有效性的证据以及对 实施的障碍和促进因素。该项目的翻译计划将在第四年制定 来自我们的顾问委员会、利益相关者和 CDC 合作者的意见。

项目成果

Management of Return to School Following Brain Injury: An Evaluation Model.

• DOI: 10.1016/j.ijer.2021.101773
• 发表时间: 2021
• 期刊: International journal of educational research
• 影响因子: 3.2
• 作者: Anderson D;Gau JM;Beck L;Unruh D;Gioia G;McCart M;Davies SC;Slocumb J;Gomez D;Glang AE
• 通讯作者: Glang AE