Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.

Purpose: This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications.

Methods: Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US).

Exploring Health-Related Social Needs and Components of Social Competence Following Childhood Traumatic Brain Injury.

Purpose: Health-related social needs (HRSNs) impact general health care and educational outcomes for children with traumatic brain injury (TBI) and their families. Furthermore, children with TBI of all severities experience negative social competence outcomes chronically postinjury. However, studies have not investigated the relationship between HRSNs and social competence outcomes for children after TBI.

Cognitive, social, and health functioning of children with TBI engaged in a formal support program.

Background: Students with traumatic brain injury (TBI) often demonstrate difficulties that impact their successful return to school (RTS).

Objective: To explore injury severity, age at injury, and time since injury as predictors for performance on measures of cognitive, social and health functioning for students' participating in a formal RTS cohort at the time of their enrollment in the School Transition After Traumatic Brain Injury (STATBI) research project.

Methods: Outcome measures across cognitive, social, and health domains were analyzed for association with the explanatory variables of interest using quantile regressions and ordinary least squares regression, as appropriate.