Using guided credible history interviews to establish special education eligibility for students with traumatic brain injury.

Background: In Oregon in 2019, only 261 students were eligible for special education under the traumatic brain injury (TBI) category. Many students with TBIs are not treated by a medical provider, so the requirement for a medical statement could prevent eligible youth from receiving special education services.

Objective: This study investigated barriers to using a medical statement to establish special education eligibility for TBI, support for using a guided credible history interview (GCHI), and training needs around GCHI.

Stakeholder Perspectives on the School Experiences of Students With Traumatic Brain Injury: The Effects of COVID-19 Pandemic on Service Delivery.

Background: For students with traumatic brain injury (TBI), the COVID-19 pandemic exacerbated challenges they were already experiencing at school.

Methods: This qualitative study employed focus groups and interviews with students, parents, school, and medical personnel to explore the school experiences of students with TBI. Thematic qualitative analyses were used.

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

Traumatic brain injury (TBI) affects children's ability to succeed at school. Few educators have the necessary training and knowledge needed to adequately monitor and treat students with a TBI, despite schools regularly serving as the long-term service provider. In this article, we describe a model used in Oregon that implements best practices indicated by the extant literature, as well as our research protocol for evaluating this model.

A survey of the training experiences and needs of paraprofessionals serving adults with brain injury.

: To conduct a survey of the training experiences and needs of paraprofessionals (frontline staff) serving adults with moderate-severe TBI from the perspectives of four stakeholder groups: paraprofessionals, professionals, adults living with brain injury, and family members.: Participants were (a) 28 paraprofessionals, (b) 45 professionals, (c) 41 adults living with brain injury, and (d) 22 family members, for a total of 136 participants.: We conducted an online, nationwide survey containing closed and open-ended questions.

A quasi-experimental study examining the effects of online traumatic brain injury professional development on educator knowledge, application, and efficacy in a practitioner setting.

Each year ∼700 000 U.S. children ages 0-19 years sustain a traumatic brain injury.

Preliminary Efficacy of Online Traumatic Brain Injury Professional Development for Educators: An Exploratory Randomized Clinical Trial.

Objective: To examine the efficacy of an online traumatic brain injury (TBI) professional development intervention, In the Classroom After Concussion: Best Practices for Student Success.

Design: A randomized controlled trial with a sample of 100 general educators, who were randomly assigned to the In the Classroom Web site (treatment group) or the LEARNet Web site (control group). Participants completed the pretest, accessed the In the Classroom or LEARNet site and the posttest and completed follow-up assessments 60 days after posttest.

An international perspective on educators' perceptions of children with Traumatic Brain Injury.

Background: Educators lack understanding of traumatic brain injury (TBI), which can lead to a lack of appropriate assessment and intervention methods for these students.

Objective(s): This qualitative study explored what experienced teachers perceive, believe, and know about pediatric TBI.

Methods: Following development of a standardized interview protocol, 46 teachers from Australia, New Zealand, Northern Ireland, and the United States took part in semi-structured interviews.

An Elongated Leading Edge Facilitates Rotation Flap Closure: In Vivo Demonstration.

Background: Variation in the design of a rotation flap may affect wound closure tension. Lengthening the leading edge of a rotation flap has been a method of reducing the tension of closure in the primary motion. An in vitro study negating this tenant has been published.