Entering Kindergarten After Years of Play: A Cross-Case Analysis of School Readiness Following Play-Based Education.

Cross-case study research was used to explore the school readiness of four 5-year-old children entering kindergarten during the 2020-2021 school year after three or more years of play-based early childhood education at a Reggio Emilia-inspired early childhood education center. Data included a series of three 1-h individual interviews with four mothers and three kindergarten teachers, field visits during remote learning, and artifact collection over the course of the school year. Themes describing the children's school readiness were developed through cross-case analysis.

Readiness to recognize: A qualitative case study of educational identification of TBI.

Background: The educational identification (ED-ID) of students with traumatic brain injury (TBI) has been legislated in numerous states, and TBI has become its own special education category. Questions abound as to whether these changes will lead to more readily identifying these students to provide appropriate special education supports.

Objective: Elucidate one state's response to legislative changes around ED-ID of TBI.

The Daily Experiences of Pleasure, Productivity, and Restoration Profile: A case study: Étude de cas sur l'utilité du Daily Experiences of Pleasure, Productivity, and Restoration Profile.

Background: Occupational therapy enables clients to self-manage their health through the use of occupation; however, additional occupation-focused assessments are needed to capture people's subjective experiences associated with everyday activities as awareness of one's experiences can help promote change.

Purpose: This qualitative case study explored the utility of one such assessment, the Daily Experiences of Pleasure, Productivity, and Restoration Profile (PPR Profile).

Method: Five spousal caregivers completed and discussed the PPR Profile with an occupational therapist.

Exploring features of integrative teaching through a microanalysis of connection-making processes in a health sciences curriculum.

The interconnected nature of knowledge in the health sciences is not always reflected in how curricula, courses, and learning activities are designed. Thus have scholars advocated for more explicit attention to connection-making, or integration, in teaching and learning. However, conceptual and empirical work to guide such efforts is limited.

Life-bombing-injury-life: a qualitative follow-up study of Oklahoma City bombing survivors with TBI.

Primary Objective: To learn about and come to an understanding of the recovery process and outcomes experienced by the survivors of the 1995 Oklahoma City bombing, who sustained a traumatic brain injury (TBI) along with other injuries in the blast.

Research Design: A phenomenological study was conducted using in-person interviews, document and video-tape review, internet communication and researcher journals as the primary data set.

Methods And Procedures: A total of 20 of the 46 bombing survivors with TBI (44%) agreed to be a part of the study.

Impact of pediatric epilepsy: voices from a focus group and implications for public policy change.

Epilepsy affects approximately 0.5-1% of youth, and challenges for them and their families reach far beyond seizures. Quantitative studies have shown that in addition to increased risk for psychosocial difficulties, many experience stigma and barriers to services and resources.

Violence, abuse, and neglect among people with traumatic brain injuries.

Background: Violence, abuse, and neglect (VAN) among people with physical and other disabilities has been reported; however, little is known about VAN experiences among people with traumatic brain injuries (TBI).

Methods: Nine people who reported experiencing VAN post-TBI were interviewed for this phenomenological study. The data were analyzed to understand VAN as experienced by those with TBI.

Putting brain injury on the radar: exploratory reliability and validity analyses of the Screening Tool for Identification of Acquired Brain Injury in School-Aged Children.

Purpose: This study explored the reliability and validity of the Screening Tool for the Identification of Acquired Brain Injury in School-Aged Children (STI).

Methods: Parents and teachers of students (K-12) from 3 different groups (students with known acquired brain injuries, students with special education needs, and typical students) rated their students' behaviors, symptoms, and injuries using the STI.

Results: Test-retest and internal consistency analyses indicated acceptable reliability.

"The left hand does not know what the right hand is doing": rural and urban cultures of care for persons with traumatic brain injuries.

This qualitative study examined systems of care for individuals with brain injury, from the providers' perspective, in two Colorado communities, one rural and one small urban, from 1998 to 2001. Using a guided interview format the researchers interviewed 53 medical, rehabilitation, community, and school service providers in the two sites. Of the 53 providers, ethnicity was reported as 100% Caucasian.

Unmet service needs of persons with traumatic brain injury.

Objectives: Assess unmet needs of persons with traumatic brain injury (TBI) 1 year after hospital discharge; compare perceived need with needs based on deficits (unrecognized need); determine major barriers to services; evaluate association of needs with satisfaction with life.

Participants: Representative sample of 1830 community-dwelling persons with TBI aged 15 years and older.

Measures: Perceived and unrecognized unmet needs, barriers to receiving services, and satisfaction with life as a function of met service needs.

Experiences of persons with epilepsy and their families as they look for medical and community care: a focus group study from South Carolina.

Epilepsy affects a larger number of individuals than previously thought-up to 2% of the population-and its effects reach further. Yet epilepsy, with its associated lingering stigma and fear, has remained in the background in terms of services and research. Traditional quantitative research often falls short when trying to describe the impact of epilepsy on the lives of individuals and their families.

Linking people with traumatic brain injury to services: successes and challenges in Colorado.

People with traumatic brain injury (TBI)-related disability often need services and other types of support to return to productive lives; thus, improving access to available TBI services is a priority for a variety of states' agencies, such as Human Services and Public Health. Although infrastructure and resources vary from state to state, each can benefit by learning about how other states link people with TBI to services. In this report, we summarize Colorado's experience in exploring and developing better ways to link state residents with TBI to services.

Exploring the service needs and experiences of persons with TBI and their families: the South Carolina experience.

Primary Objective: This article presents the results of four focus groups with persons with traumatic brain injury (TBI) and their families living in South Carolina. The objective was to learn what participants perceive their service needs to be and where they experience service gaps in the existing system of TBI services.

Methods And Procedures: Four focus groups were conducted.

Can traumatic brain injury surveillance systems be used to link individuals with TBI to services?

Primary Objective: This study was conducted to determine the feasibility of using Colorado Traumatic Brain Injury (TBI) Surveillance System data to link individuals to information and services in their communities.

Methods And Procedures: Using a qualitative exploratory approach, the investigators conducted focus groups of individuals with TBI and family members (n = 29) and individual interviews with state agency, medical and community services representatives (n = 15).

Main Outcomes: The results showed that the participants saw many current problems with linking persons to services and with accessing care.