Evaluation of Return to School Programs for Traumatic Brain Injury

摘要 尽管医院在儿童和青少年的最初康复过程中治疗创伤性脑损伤，但最终 作为这些学生的长期服务提供者的学校系统。的关键组件 针对脑外伤学生的有效返校(RTS)计划已经确定。这些措施包括(A) 鉴定、筛查和评估做法；(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；和(D)学校的专业发展 人事部。俄勒冈州中部TBI(COR-TBI)团队模型自1994年开始在俄勒冈州运行，包含了所有 有效的RTS计划的4个组成部分。这个项目的目标是比较健康、学业和 接受COR-TBI团队模式服务的脑外伤儿童/青年的社会结果 儿童/青少年在比较网站上。我们将使用混合方法进行准实验设计，利用学校 华盛顿和俄亥俄州的选区作为比较地点。样本将是俄勒冈州中部的600名儿童 COR-TBI模式服务的学区和对照学区的600名儿童。这个 比较学区没有正式的返校计划，并与 俄勒冈州学区对人口因素的影响。我们将利用倾向得分估计来匹配核心- 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组件来评估利益相关者对 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 其他可能影响模式有效实施的意外因素。在结束时， 项目，我们期望有证据证明该模型的有效性，以及对 执行的障碍和促进者。该项目的翻译计划将在第四年制定， 咨询委员会、利益相关者和疾控中心合作者的意见。

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.