Evaluation of Return to School Programs for Traumatic Brain Injury

摘要 尽管医院在儿童和青少年TBI的最初恢复过程中对其进行治疗，但最终 学校系统，作为这些学生的长期服务提供者。的关键部件 已经确定了针对TBI学生的有效返校（RTS）计划。其中包括（a） （B）医疗和医疗机构之间的系统沟通， 教育系统;（c）跟踪儿童一段时间的进步;（d）学校专业发展 人员的俄勒冈州中部TBI（COR-TBI）团队模式自1994年起在俄勒冈州运行， 一个有效的RTS计划的四个组成部分。该项目的目标是比较健康，学术和 由COR-TBI团队模式服务的TBI儿童/青少年的社会成果， 儿童/青少年在一个比较网站。我们将采用混合的准实验设计方法， 在华盛顿和俄亥俄州作为比较网站。样本将是俄勒冈州中部的600名儿童 COR-TBI模型服务的学区和600名儿童在比较学区。的 比较学区没有正式的返校计划，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和常规治疗（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的组成部分，以评估利益相关者的看法， 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 可能影响模型有效实施的其他不可预见因素。结束时 项目，我们预计有证据的有效性模型，以及全面了解 执行的障碍和促进因素。该项目的翻译计划将在第四年制定， 我们的顾问委员会、利益相关者和CDC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.