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，每天都有近2,000名14岁以下的儿童带着一种 创伤性脑损伤（TBI）。尽管消极的长期学术，社会和行为的发生率很高， 尽管TBI儿童面临着巨大的挑战，但这些儿童中很少有人能获得适当的教育支持， 学校旨在帮助TBI儿童的返校（RTS）计划因州而异， 现有的RTS计划已经系统地评估，以确定其对学生的影响。整体 本项目的目标是严格评估正式RTS项目对学生学习成果的影响 与没有正式RTS的学生相比，经历过任何严重程度TBI的K-12年级学生 编程.假设接受正式RTS服务的学生将表现得更好 学习，社会和健康结果比那些没有得到这些服务的学生。的理由 这项研究是，为了提出建议，以指导公共政策，我们必须改善我们的 了解RTS计划的哪些具体组成部分在改善以下结果方面最有效： 学生TBI比较接受正式RTS服务的学生与不接受正式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 关于TBI这项研究将前瞻性地评估一组450人的学术、社会和健康结果。 接受正式RTS服务的TBI学生和接受正式RTS服务的308名学生的比较队列样本， 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接受了四次采访，并在第二年和第三年再次接受采访。此外，使用半- 结构化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 建议，并与两组学生之间的利益相关者的参与（目标2）。结果 这项工作将首次为TBI学生提供系统的结果比较， 通过正式的RTS计划和接受可变服务的学生获得服务。最后， 这项研究的结果将证明一个结构化的、正式的RTS计划对健康的有效性， 学术和社会成果的学生在等级K-12谁维持任何严重的TBI。创新 我们的设计缓解了当前的挑战，通过评估TBI后RTS的最佳实践， 接受正式RTS服务的学生的即时和长期结果， 人口统计学上相似的TBI学生群体接受可变服务。

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.