Evaluating change in educators' brain injury knowledge and self-efficacy following completion of TeachABI.

OBJECTIVE

Acquired Brain Injury (ABI) is a leading cause of childhood disability, yet educators report a gap in knowledge about supporting students with ABI when they return to school. We tested our TeachABI professional development module to examine how it impacted educators' ABI knowledge and self-efficacy for supporting students with ABI.

METHOD: Fifty educators filled out questionnaires about their knowledge and self-efficacy at three time points: pre-module, post-module, and 60 days post-module. Score differences were examined across time.

RESULTS

Participants' ABI knowledge, subjective knowledge of the module learning objectives, and self-efficacy increased from pre- to post-module, and these gains were maintained at 60 days.

CONCLUSIONS

This suggests that TeachABI is a tool for better equipping educators to support students with ABI.