School Transition After Traumatic Brain Injury (STATBI): Evaluating the Impact of Participation in a Formal Return-to-School Program for K-12 Students

项目摘要 在美国，每天有近2000名14岁以下的儿童带着 创伤性脑损伤(TBI)。尽管长期消极的学术、社会和行为的发生率很高 对于患有脑外伤的儿童所经历的挑战，这些儿童中很少有人在 学校。旨在帮助患有创伤性脑损伤儿童的返校(RTS)计划因州而异，没有 已对现有的RTS计划进行了系统评估，以确定其对学生的影响。整体而言 本项目的目标是严格评估正式RTS计划对学生结果的影响 在K-12年级，与没有正式RTS的学生相比，他们经历过任何严重的脑损伤 编程。这个假设是，接受正式RTS服务的学生会表现得更好 学业、社交和健康方面的结果比没有接受这些服务的学生更多。其基本原理是 因为这项研究是，为了提出建议来指导公共政策，我们必须改进我们的 了解RTS计划的哪些特定组件在改善以下项目的结果方面最有效 患有脑外伤的学生。比较接受正式RTS服务的学生和没有接受RTS服务的学生的结果 为我们提供有关为学生提供全面服务的有效性的宝贵信息 使用TBI。这项研究将前瞻性地评估一组450人的学业、社会和健康结果 接受正式RTS服务的患有TBI的学生，以及由308名学生组成的对照队列样本 接受可变服务(目标1)。学生和照顾者将完成多项措施和一个家庭 在受伤后的第一年内进行四次面谈，第二年和第三年再次面谈。此外，使用半- 有组织的焦点小组和满意度调查，研究人员将评估服务利用率，遵守 两组学生之间的建议，以及与利益攸关方的接触(目标2)。结果是 这项工作将第一次为患有脑外伤的学生提供一个系统的结果比较 通过正式的RTS计划接受服务，并接受各种服务的学生。最终， 这项研究的结果将证明关于健康的结构化、正规化的RTS计划的有效性， K-12年级患有任何严重脑外伤的学生的学业和社会结果。创新 通过评估在TBI之后创建RTS最佳实践所面临的挑战 接受正式RTS服务的学生的直接和长期结果与 人口统计上相似的一组接受不同服务的TBI学生。

PROJECT ABSTRACT Every day in the United States, nearly 2,000 children under 14 years visit emergency departments with a traumatic brain injury (TBI). Despite the high incidence of negative long-term academic, social, and behavioral challenges experienced by children with TBI, few of these children receive appropriate educational supports at school. Return to school (RTS) programs that aim to assist children with TBI vary widely by state, and no existing RTS program has been systematically evaluated to determine its impact on students. The overall objective of this project is to rigorously evaluate the impact of a formal RTS program on outcomes for students in grades K-12 who have experienced TBI of any severity, compared to students who have no formal RTS programming. The hypothesis is that students who receive formal RTS services will demonstrate better academic, social, and health outcomes than students who do not receive these same services. The rationale for this research is that in order to make recommendations to guide public policy, we must improve our understanding of which specific components of a RTS program are most effective in improving outcomes for students with TBI. Comparing outcomes of students who receive formal RTS services to those who do not will provide us with valuable information about the effectiveness of comprehensive service provision for students with TBI. This study will prospectively evaluate the academic, social, and health outcomes of a group of 450 students with TBI who receive formal RTS services and a comparator cohort sample of 308 students who receive variable services (Aim 1). Students and caregivers will complete multiple measures and a family interview four times within the first year after injury, and again at year two and three. Additionally, using semi- structured focus groups and satisfaction surveys, researchers will evaluate service utilization, adherence to recommendations, and engagement with stakeholders between the two groups of students (Aim 2). The results of this work will provide, for the first time, a systematic comparison of outcomes for students with TBI who receive services through a formal RTS program and students who receive variable services. Ultimately, findings from this study will demonstrate the effectiveness of a structured, formalized RTS program on health, academic, and social outcomes for students in grades K-12 who sustain a TBI of any severity. The innovation of our design mitigates current challenges to creating best practices for RTS after TBI by evaluating the immediate and longer-term outcomes of students who receive formal RTS services compared to a demographically similar group of students with TBI who receive variable services.