Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Ettel, Deborah; Glang, Ann; Todis, Bonnie; Davies, Susan C.

doi:10.5206/eei.v26i1.7732

Cited by 7 publications

(3 citation statements)

References 33 publications

(8 reference statements)

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“…However, it is important to acknowledge that teacher participants identified the potential for Teach-ABI to improve their knowledge and understanding of ABI. This finding is promising and consistent with previous research on ABI training and its association with increased educator knowledge, fewer ABI misconceptions, and higher levels of confidence related to teaching students with ABI [ 54 , 55 ]. Furthermore, preliminary research has examined the effect of an online TBI training module on educators’ knowledge and confidence related to supporting students with TBI.…”

Section: Discussionsupporting

confidence: 88%

The Teach-ABI Professional Development Module for Educators About Pediatric Acquired Brain Injury: Mixed Method Usability Study

Saly¹,

Provvidenza²,

Al-Hakeem³

et al. 2023

JMIR Hum Factors

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Background Acquired brain injury (ABI) is a leading cause of death and disability in children and can lead to lasting cognitive, physical, and psychosocial outcomes that affect school performance. Students with an ABI experience challenges returning to school due in part to lack of educator support and ABI awareness. A lack of knowledge and training contribute to educators feeling unprepared to support students with ABI. Teach-ABI, an online professional development module, was created to enhance educators’ ABI knowledge and awareness to best support students. Using a case-based approach, Teach-ABI explains what an ABI is, identifies challenges for students with ABI in the classroom, discusses the importance of an individualized approach to supporting students with ABI, and describes how to support a student with an ABI in the classroom. Objective This study aims to assess the usability of and satisfaction with Teach-ABI by elementary school educators. The following questions were explored: (1) Can elementary school teachers use and navigate Teach-ABI?, (2) Are the content and features of Teach-ABI satisfactory?, and (3) What modifications are needed to improve Teach-ABI? Methods Elementary school educators currently employed or in training to be employed in Ontario elementary schools were recruited. Using Zoom, individual online meetings with a research team member were held, where educators actively reviewed Teach-ABI. Module usability was evaluated through qualitative analysis of think-aloud data and semistructured interviews, direct observation, user success rate during task completion, and the System Usability Scale (SUS) scores. The usability benchmark selected was 70% of participants performing more than half of module tasks independently. Results A total of 8 female educators participated in the study. Educators were classroom (n=7) and preservice (n=1) teachers from public (n=7) and private (n=1) school boards. In terms of task performance, more than 85% of participants (ie, 7/8) independently completed 10 out of 11 tasks and 100% of participants independently completed 7 out of 11 tasks, demonstrating achievement of the module usability goal. The average overall SUS score was 86.25, suggesting a high satisfaction level with the perceived usability of Teach-ABI. Overall, participants found Teach-ABI content valuable, useful, and aligned with the realities of their profession. Participants appreciated the visual design, organization, and varying use of education strategies within Teach-ABI. Opportunities for enhancement included broadening content case examples of students with ABI and enhancing the accessibility of the content. Conclusions Validated usability measures combined with qualitative methodology revealed educators’ high level of satisfaction with the design, content, and navigation of Teach-ABI. Educators engaged with the module as active participants in knowledge construction, as they reflected, questioned, and connected content to their experiences and knowledge. This study established strong usability and satisfaction with Teach-ABI and demonstrated the importance of usability testing in building online professional development modules.

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Section: Discussionsupporting

confidence: 88%

The Teach-ABI Professional Development Module for Educators About Pediatric Acquired Brain Injury: Mixed Method Usability Study

Saly¹,

Provvidenza²,

Al-Hakeem³

et al. 2023

JMIR Hum Factors

View full text Add to dashboard Cite

show abstract

“…2 However, school personnel do not often have the training or experience to manage students with TBI and thus may not know how to respond when informed about one. 3,16,[20][21][22][23] Even children with more severe TBI are reported to have unmet or unrecognized needs by both healthcare providers and school staff upon their RTS 7 and children with mild TBI (mTBI) may not receive healthcare provider recommendations when they return. 24 Few studies follow children enrolled in RTS programs from the point of medical diagnosis to symptom resolution or monitor children at school after accommodations have been offered to support symptom management.…”

Section: What Is Known About School Services After Tbi?mentioning

confidence: 99%

“…Parents are most frequently the source of TBI notifications for school systems 2. However, school personnel do not often have the training or experience to manage students with TBI and thus may not know how to respond when informed about one 3,16,20–23. Even children with more severe TBI are reported to have unmet or unrecognized needs by both healthcare providers and school staff upon their RTS7 and children with mild TBI (mTBI) may not receive healthcare provider recommendations when they return 24…”

Section: What Is Known About School Services After Tbi?mentioning

confidence: 99%

Return to School After Traumatic Brain Injury: Description of Implementation Settings

Haarbauer‐Krupa

Thigpen

Glang

et al. 2023

Journal of Head Trauma Rehabilitation

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Objective: Children who experience traumatic brain injury (TBI) of any severity may need accommodations when they return to school—the setting that manages academic achievement and learning. However, variations exist in current return to school (RTS) programs that address a child's transition to school following TBI. This article describes some of these return to school (RTS) programs and how they vary by setting. Design: This article provides insights from a modified evaluability assessment that examined RTS programs and their readiness for rigorous evaluation. A secondary analysis was conducted to better describe the types and location of programs examined. Results: Differences exist in program structure, access, and how care for children is monitored over time. RTS programs that serve children following TBI are located in healthcare settings, schools, and state agencies and vary in models of care due to their location and organizational structure. Conclusions: Children who experience TBI benefit from a healthcare assessment and follow-up upon RTS that includes parental involvement. Models of care for this process vary based on program location and organizational structure. Further research and program evaluation are needed to better understand effectiveness and how to optimally monitor and care for children returning to school after a concussion or TBI.

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Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

Lundine

Hall

2020

Semin Speech Lang

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The subtle cognitive-communication challenges experienced by students with traumatic brain injury (TBI) are often missed, leaving these students with unmet needs in the school environment and increasing the likelihood for negative social, academic, and vocational outcomes. For children and adolescents with TBI, nonstandardized assessment offers several advantages over standardized assessment procedures, and may improve speech-language pathologists' ability to identify students who might benefit from intervention services. This article discusses curriculum-based assessment and discourse analysis specifically and uses case studies to demonstrate how these procedures can be used within the school environment. Nonstandardized assessment procedures are a valuable tool to measure a student's cognitive-communication abilities and the effects of intervention in real-world contexts.

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Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Cited by 7 publications

References 33 publications

The Teach-ABI Professional Development Module for Educators About Pediatric Acquired Brain Injury: Mixed Method Usability Study

The Teach-ABI Professional Development Module for Educators About Pediatric Acquired Brain Injury: Mixed Method Usability Study

Return to School After Traumatic Brain Injury: Description of Implementation Settings

Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

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