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Author: Susan Teeter Hawkins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 134
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Book Description
Concussions have received significant media attention in recent years. Although research has focused on the knowledge and perceptions of parents, athletes, and coaches regarding sports-related concussions, little attention has been given to discovering what teachers know about concussions and the correct concussion protocol for the classroom, even though concussions affect academic performance. The purpose of this applied study was to understand further the problem of deficiency in teacher knowledge of sports-related concussions, including symptoms, academic adjustments needed, and how to design appropriate professional development to address this problem. This study incorporated a mixed methods design to examine the effect of concussion education professional development on classroom teachers’ knowledge of concussions in general and the appropriate academic adjustments for students who have a sports-related concussion. The quantitative portion of the study included a pretest-posttest control group design. Secondary school teachers from an educational region in one southern state were invited to participate, and 33 completed the study. Through a customized website, all participants took a pretest, after which they were randomly assigned to either a control group (no professional development) or treatment group (professional development in the form of an online video and handout). Participants then took the posttest to determine whether the professional development had a statistically significant effect on concussion-related knowledge. For the qualitative portion of the study, individual interviews were conducted with eight of the participants after they watched a video about concussions. These interviews were used to determine the extent of perceived knowledge of symptoms and academic adjustments, and findings guided recommendations for a professional development plan that can be implemented in schools.
Author: Susan Teeter Hawkins
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 134
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Book Description
Concussions have received significant media attention in recent years. Although research has focused on the knowledge and perceptions of parents, athletes, and coaches regarding sports-related concussions, little attention has been given to discovering what teachers know about concussions and the correct concussion protocol for the classroom, even though concussions affect academic performance. The purpose of this applied study was to understand further the problem of deficiency in teacher knowledge of sports-related concussions, including symptoms, academic adjustments needed, and how to design appropriate professional development to address this problem. This study incorporated a mixed methods design to examine the effect of concussion education professional development on classroom teachers’ knowledge of concussions in general and the appropriate academic adjustments for students who have a sports-related concussion. The quantitative portion of the study included a pretest-posttest control group design. Secondary school teachers from an educational region in one southern state were invited to participate, and 33 completed the study. Through a customized website, all participants took a pretest, after which they were randomly assigned to either a control group (no professional development) or treatment group (professional development in the form of an online video and handout). Participants then took the posttest to determine whether the professional development had a statistically significant effect on concussion-related knowledge. For the qualitative portion of the study, individual interviews were conducted with eight of the participants after they watched a video about concussions. These interviews were used to determine the extent of perceived knowledge of symptoms and academic adjustments, and findings guided recommendations for a professional development plan that can be implemented in schools.
Author: Julie-Ann E. Burton
Publisher:
ISBN:
Category : Brain
Languages : en
Pages : 144
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Book Description
The purpose of this case study was to understand the concussion knowledge and experiences of local secondary school educators as they implement return-to-learn academic accommodations for students recovering from a concussion. The theories guiding this study was Ajzen’s theory of planned behavior and Bem’s theory of self-perception as it sought to understand what perceptions and behaviors educators had when implementing academic accommodations for the concussed student. The study design used an ontological philosophical assumption with a constructivist paradigm to guide the study. There were four research questions that focused on understanding the experiences: training, role, handling a concussed student in the classroom, and administrative assistance, teachers have when implementing academic accommodations for the concussed student. Ten teacher participants from a public school district in Central Florida were interviewed individually, completed journal responses, and participated in the focus group interview. Data collected was analyzed utilizing NVivo12, a qualitative data analysis software. Six themes emerged from the data found that the participants implemented academic accommodations for a concussed student from previous positive experiences dealing with academic accommodations and relationships with their students and teacher colleagues even though there were deficient implementation protocols, varying administrative support, barriers to implementing academic accommodations, and a need for best practices when implementing the academic accommodation. Results from this study may concurrently contribute to research of implementation of concussion academic accommodations in secondary schools and address the implementation gap for the concussed student’s academic recovery.
Author: Susan Davies, EdD, NCSP
Publisher: Springer Publishing Company
ISBN: 0826169236
Category : Education
Languages : en
Pages : 170
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Book Description
The first book to focus on managing concussions from prevention to post-concussion return to school Concussions pose a serious and complex issue for schools – from determining if a student may have suffered a concussion during a school activity to ensuring that students diagnosed with this condition can safely and effectively resume study, recreation, and sports. This is the first comprehensive text for school staff, including psychologists, counselors, and nurses, on managing concussions in students, from prevention to post-concussion return to school. With a focus that addresses concussions on and beyond the sports field, the book describes how to create and lead a concussion management team in school and provides clear, non-technical information on how concussions can affect learning, mental health, and social-emotional functioning; tools for school-based concussion assessment; and guidelines for creating accommodation plans in collaboration with the family, community, and school team. The text guides key school professionals in navigating the barriers, system issues, knowledge gaps, and complexities in recognizing and responding to student concussions. Case studies integrated throughout each chapter feature the same four students from point of injury to recovery. Reproducible forms and handouts include signs and symptoms checklists, a post-concussion care plan, a checklist of academic adjustments, and progress monitoring tools. Key Features: Offers comprehensive, practical information on concussion for school psychologists, counselors, and nurses Provides skills in developing and leading a school-based concussion management team Explains how concussions can affect learning, mental health and social-emotional functioning Offers tools for school-based concussion assessment Includes guidelines for creating symptom-based adjustments to the learning environment in collaboration with family, community, and school team Includes in-depth case studies and handouts, forms, and checklists
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309288037
Category : Medical
Languages : en
Pages : 215
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Book Description
In the past decade, few subjects at the intersection of medicine and sports have generated as much public interest as sports-related concussions - especially among youth. Despite growing awareness of sports-related concussions and campaigns to educate athletes, coaches, physicians, and parents of young athletes about concussion recognition and management, confusion and controversy persist in many areas. Currently, diagnosis is based primarily on the symptoms reported by the individual rather than on objective diagnostic markers, and there is little empirical evidence for the optimal degree and duration of physical rest needed to promote recovery or the best timing and approach for returning to full physical activity. Sports-Related Concussions in Youth: Improving the Science, Changing the Culture reviews the science of sports-related concussions in youth from elementary school through young adulthood, as well as in military personnel and their dependents. This report recommends actions that can be taken by a range of audiences - including research funding agencies, legislatures, state and school superintendents and athletic directors, military organizations, and equipment manufacturers, as well as youth who participate in sports and their parents - to improve what is known about concussions and to reduce their occurrence. Sports-Related Concussions in Youth finds that while some studies provide useful information, much remains unknown about the extent of concussions in youth; how to diagnose, manage, and prevent concussions; and the short- and long-term consequences of concussions as well as repetitive head impacts that do not result in concussion symptoms. The culture of sports negatively influences athletes' self-reporting of concussion symptoms and their adherence to return-to-play guidance. Athletes, their teammates, and, in some cases, coaches and parents may not fully appreciate the health threats posed by concussions. Similarly, military recruits are immersed in a culture that includes devotion to duty and service before self, and the critical nature of concussions may often go unheeded. According to Sports-Related Concussions in Youth, if the youth sports community can adopt the belief that concussions are serious injuries and emphasize care for players with concussions until they are fully recovered, then the culture in which these athletes perform and compete will become much safer. Improving understanding of the extent, causes, effects, and prevention of sports-related concussions is vitally important for the health and well-being of youth athletes. The findings and recommendations in this report set a direction for research to reach this goal.
Author: Nicholas David Wright
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Concussions are a form of traumatic brain injury that harms millions of athletes each year. The physiological effects of a concussion can render the student athlete with many symptoms, such as headaches, nausea, sensitivity to light and sound, and cognitive symptoms such as memory deficiencies, decreased concentration, slower processing speeds, and decreased attentional capacity. The combination of physical and cognitive symptoms makes students eligible for academic accommodations to assist in their return to the classroom. Return to Learn is a popular policy that institutions have adopted to help students re-integrate back into the classroom after suffering a concussion. Although a popular policy, and required by some universities, students still do not obtain accommodations for their concussions. While several factors could prevent students from receiving accommodation, one barrier may be collegiate professors. This qualitative study analyzed the experiences and preparedness of 11 collegiate professors in providing academic accommodations to their students who had suffered a concussion via individual interviews and a focus group. Findings showed that professors, traditionally, have struggled when asked to provide accommodations to students. Professors are not made aware of the policies and procedures regarding concussion at their universities nor do they receive any professional development or training regarding the concussion policy. Furthermore, there is a lack of communication, support, and resources provided to the professors, which makes them feel very frustrated and ill-prepared to manage these cases when they arise. Professors wish to have a greater level of support, communication, and training when it comes to providing accommodations to their students who have suffered a concussion.
Author: Paul B. Jantz
Publisher: Routledge
ISBN: 1136169903
Category : Education
Languages : en
Pages : 250
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Book Description
Every day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. School psychologists and other educational professionals are well-positioned to help ensure students with TBI receive this assistance and support. Working with Traumatic Brain Injury in Schools is a comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI. It is primarily written for school-based professionals who have limited or no neurological or neuropsychological training; however, it contains educational information that is useful to professionals with extensive knowledge in neurology and/or neuropsychology. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes. Chapter topics include: basic brain anatomy and physiology; head injury and severity level classifications; biomechanics of injury; injury recovery and rehabilitation; neurological, cognitive, emotional, behavioral, social, and academic consequences; understanding community-based assessment findings; a framework for school-based assessment (TBI-SNNAP); school-based psychoeducational report writing, and school-based interventions; monitoring pharmacological interventions; and prevention. An accompanying website includes handouts, sample reports, and training templates to assist professionals in recognizing and responding to students with TBI.
Author: Difrine Madara
Publisher: GRIN Verlag
ISBN: 3346311562
Category : Psychology
Languages : en
Pages : 26
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Book Description
Academic Paper from the year 2019 in the subject Psychology - Developmental Psychology, grade: A, Kenyatta University, language: English, abstract: Brain trauma can occur at any stage of a person’s life. Among learners, there are several events in their day to day activities, including concussion, maltreatment, physical activities, and toxic stress that may result in brain trauma. Traumatic brain injury may involve a violent blow or jolt on the head. Traumatic brain injury (TBI) can also be caused by an object that is able to penetrate brain tissue. Concussion and other traumatic experiences profoundly limit brain development among children thus hampering their cognitive functions. The growing volume of the literature suggests that concussion adversely impacts various aspects of lives, including home, school, and social relationships among children and adolescents. According to a 2013 clinical report of the American Academy of Pediatrics, there are potential vulnerabilities to academic functioning following concussion. Multiple qualitative studies indicated that children may suffer from several post-concussion symptoms, such as headaches, fatigue, slowed processing of information and impaired concentration, which negatively impact academic performance.
Author: Cara Jane Bortz
Publisher:
ISBN:
Category :
Languages : en
Pages : 306
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Book Description
The purpose of this study was to examine the impact of a concussion education program on the knowledge and attitudes of high school and youth athletes and their parents and coaches. Knowledge and attitude were examined via the Rosenbaum Knowledge and Attitudes Survey- Student Version (RoCKAS-ST-R). This measure has been shown to be a reliable and valid measure of knowledge and attitude towards sports concussion. The RoCKAS-ST-R was administered prior to the delivery of the education program and immediately following it. Thus, pre and post measures were administered to all participants and a paired-samples t-test was utilized to analyze knowledge and attitude. The education intervention created for this study was effective in changing increasing knowledge and changing attitude in a healthy direction for athletes and their parents and coaches. The current study is one of the earliest independent investigations of the impact of educational interventions on knowledge about and attitude toward concussion. Significant increases in both knowledge and attitude with athletes, parents, and coaches was obtained, demonstrating the effectiveness of the education intervention. Results indicate the effectiveness of education interventions in increasing knowledge and changing attitude in a healthy direction regarding sport-related concussion.
Author: Loriann Tedder
Publisher:
ISBN:
Category :
Languages : en
Pages : 80
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Book Description
Author's abstract: Introduction: A significant increase in the number of concussions has guided research to look beyond physical return to play but rather examine cognitive return to learn as an all-inclusive approach to concussion management. Part of the return to learn protocol incorporates academic accommodations within the classroom, which can be implemented by academic advisors and professors. However, their knowledge and willingness of this role is unclear. Purpose: To determine academic advisors and college professor's knowledge of concussions and their willingness to provide academic accommodations to students recovering from a concussion. Hypothesis: H1: Academic advisors and professors have a low level of concussion knowledge. H2: There is a positive relationship between level of knowledge and willingness to provide academic accommodations. H3a: Participants in the health and education disciplines will be more willing to provide academic accommodations. Methods: Academic advisors and professors from Georgia Southern University were recruited for the study. Participants completed a survey to determine their knowledge of concussion and their willingness to provide academic accommodations to students with concussions. Data Analysis: A one-way ANOVA was calculated to determine the level of concussion knowledge academic advisors and professors have. Multiple Spearman correlations were examined to determine the relationship between knowledge and willingness. A MANOVA was calculated to examine interactions and main effects between discipline and academic rankings with regard to concussion knowledge and willingness. Results: A total of 240 participants completed valid surveys. No statistically significant difference existed between academic advisors and professor's concussion knowledge. Mean values for concussion knowledge in academic advisors was 76.8% correct and professors was 75.8% correct. Only one correlation showed a significant relationship between concussion knowledge and willingness to provide academic accommodations (r = .136, p = .035), while the rest did not. A MANOVA revealed a significant main effect for academic discipline and willingness [(F(16,224) = 2.38 , p = .002 ) e2 = .078], however, post hoc calculations determined it was due to a type 1 error (p > .05). Discussion:Academic advisors and college professors possess basic concussion knowledge and are willing to provide academic accommodations regardless of any external factors. While previous literature indicated factors such as job title, discipline and education would impact concussion management, the current study found this did not matter. This is crucial as it is imperative students receive appropriate care during the return to learn process. Further evaluation is necessary to determine if this population can appropriately implement academic accommodations on an individual basis.
Author: Brienna L. Simons
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 87
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Book Description
Author's abstract: Coaches who don’t have access to qualified health care providers need to be well educated on prevention, detection, assessment, and management of sport-related concussion to help decrease the risks associated. Due to the lack of assessment on educational interventions there is no way to determine the validity of the content. Objective: Determine which of three online concussion education interventions was most influential on coaches’ concussion knowledge, retention of knowledge, and their effects on attitudes amongst a sample of coaching education students. Participants: 233 coaching student’s recruited, used 154 for data analysis (71% male, x̅ age = 21.2 ± 1.68 years, 1.18 ± 0.37 years of coaching experience). Interventions: An original questionnaire was administered in a streamline series using Qualtrics: pre-intervention, immediately post intervention, and a follow-up 30 days later. The assessment’s context was created using current concussion questions in the literature that were emphasized in the education interventions: Brain 101: The concussion Playbook (B101), Concussion Wise (CW), and Head-Up: Concussion in Youth Sports (CDC). Results: CW was the most effective intervention at improving overall concussion symptoms (F = 26.79, p
