Strategies to Address Unmet Needs and Facilitate Return to Learn Guideline Adoption Following Concussion

Autor/inn/en	Lyons, Vivian H.; Moore, Megan; Guiney, Roxanne; Ayyagari, Rajiv C.; Thompson, Leah; Rivara, Frederick P.; Fleming, Robin; Crawley, Deborah; Harper, Dawn; Vavilala, Monica S.
Titel	Strategies to Address Unmet Needs and Facilitate Return to Learn Guideline Adoption Following Concussion
Quelle	In: Journal of School Health, 87 (2017) 6, S.416-426 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12510
Schlagwörter	Guidelines; Brain; Head Injuries; Mixed Methods Research; Delphi Technique; Neurological Impairments; School Surveys; Public Schools; Rural Schools; Urban Schools; Academic Accommodations (Disabilities); Washington + Suchen Sie Ihr Suchwort? Richtlinien; Gehirn; Kopfverletzung; Delphi-Methode; Neurodegenerative Erkrankung; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt
Abstract	Background: Many students do not receive return to learn (RTL) services upon return to academics following a concussion. Methods: Using a mixed-methods approach, we conducted a survey of RTL practices and experiences in Washington State schools between January 2015 and June 2015. We then held a statewide summit of RTL stakeholders and used a modified Delphi process to develop a consensus-based RTL implementation model and process. Results: Survey participants included 83 educators, 57 school nurses, 14 administrators, and 30 parents, representing 144 schools in rural and urban areas. Unmet need domains and recommendations identified were (1) a current lack of school policies; (2) barriers to providing or receiving accommodations; (3) wide variability in communication patterns; and (4) recommendations shared by all stakeholder groups (including desire for readily available best practices, development of a formal school RTL policy for easy adoption and more training). Using stakeholder input from RTL summit participants and survey responses, we developed an RTL implementation model and checklist for RTL guideline adoption. Conclusions: Washington State children have unmet needs upon returning to public schools after concussion. The student-centered RTL model and checklist for implementing RTL guidelines can help schools provide timely RTL services following concussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01