PM & R : the journal of injury, function, and rehabilitation · 2024
Student concussion symptoms and tailored accommodations during use of a return to learn program in 13 public high schools.
СтатьяМногоцентровое исследованиеПоддержка NIH: внешняя программаНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Philipson Erik B, Avery Aspen, Takagi-Stewart Julian, Qiu Qian, Jinguji Thomas, Coppel David B, Vavilala Monica S
Аннотация
BACKGROUND: Youth concussion is common but there is a paucity of information on symptoms students report to school personnel and a gap in understanding what accommodations schools can provide.
OBJECTIVE: To examine symptoms and provision of temporary accommodations in schools for students reporting concussion symptoms.
DESIGN: Secondary data analysis of a trial implementing an evidence-based student-centered return to learn (RTL) program.
SETTING: Thirteen public high schools during the 2021-2022 academic year.
PARTICIPANTS: Sixty-two students diagnosed with concussion who reported symptoms to school personnel.
INTERVENTIONS: The school-based RTL program, which consists of up to four weekly check-ins with an RTL champion who evaluates symptoms and recommends symptom-tailored accommodations.
MAIN OUTCOME MEASURES: Symptom profile, accommodation type, and accommodation duration.
RESULTS: A total of 46 (74.2%) students received accommodation for ≤2 weeks and 16 (25.8%) students received accommodation for 3 (21.0%) or 4 (4.8%) weeks. Sixty-two students experienced an average of 11.2 unique symptoms during week 1. Compared to students whose symptoms resolved within the first 2 weeks, students who received accommodation for 3 or 4 weeks reported higher initial total symptom severity score (p = .02), and higher initial average severity per symptom (p = .01) at week 1. Physical symptoms were most common and received corresponding accommodations most often (75/90 reports: 83.3% of occurrences). In total, 674 (nearly 11 accommodations per student) weekly accommodations were offered.
CONCLUSIONS: Students with concussion report a large number and type of symptoms that necessitate symptom-tailored academic accommodations. High school implementation of an evidence-based RTL program may aid in identifying and addressing many RTL needs after concussion, including potential identification of students with concussion who will require longer-term support.
OBJECTIVE: To examine symptoms and provision of temporary accommodations in schools for students reporting concussion symptoms.
DESIGN: Secondary data analysis of a trial implementing an evidence-based student-centered return to learn (RTL) program.
SETTING: Thirteen public high schools during the 2021-2022 academic year.
PARTICIPANTS: Sixty-two students diagnosed with concussion who reported symptoms to school personnel.
INTERVENTIONS: The school-based RTL program, which consists of up to four weekly check-ins with an RTL champion who evaluates symptoms and recommends symptom-tailored accommodations.
MAIN OUTCOME MEASURES: Symptom profile, accommodation type, and accommodation duration.
RESULTS: A total of 46 (74.2%) students received accommodation for ≤2 weeks and 16 (25.8%) students received accommodation for 3 (21.0%) or 4 (4.8%) weeks. Sixty-two students experienced an average of 11.2 unique symptoms during week 1. Compared to students whose symptoms resolved within the first 2 weeks, students who received accommodation for 3 or 4 weeks reported higher initial total symptom severity score (p = .02), and higher initial average severity per symptom (p = .01) at week 1. Physical symptoms were most common and received corresponding accommodations most often (75/90 reports: 83.3% of occurrences). In total, 674 (nearly 11 accommodations per student) weekly accommodations were offered.
CONCLUSIONS: Students with concussion report a large number and type of symptoms that necessitate symptom-tailored academic accommodations. High school implementation of an evidence-based RTL program may aid in identifying and addressing many RTL needs after concussion, including potential identification of students with concussion who will require longer-term support.