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Published on: June 20, 2017
Building Statewide Infrastructure for the Academic Support of Students With Mild Traumatic Brain Injury
Gerard A Gioia1, Ann E Glang, Stephen R Hooper
1Division of Pediatric Neuropsychology, Children's National Medical Center, Rockville, Maryland (Dr Gioia); Pediatrics and Psychiatry & Behavioral Sciences, George Washington University School of Medicine, Washington, District of Columbia (Dr Gioia); Center on Brain Injury Research and Training, University of Oregon and ORCAS, Eugene (Dr Glang); Department of Allied Health Sciences, University of North Carolina School of Medicine, Chapel Hill (Dr Hooper); and BrainSTEPS State Program, Brain Injury Association of Pennsylvania, Carlisle (Ms Brown).
Statewide capacity building is crucial for supporting students with mild traumatic brain injury (mTBI). This framework outlines essential components for educational infrastructure to aid mTBI recovery and optimize academic outcomes.
Area of Science:
- Neuroscience
- Education Policy
- Pediatric Health
Background:
- Mild traumatic brain injury (mTBI) significantly impacts student learning and academic performance.
- Existing educational support systems require enhancement to address the unique needs of students with mTBI.
Purpose of the Study:
- To establish a consensus-based framework for building statewide capacity to support students with mild traumatic brain injury (mTBI).
- To guide the development of educational infrastructure for managing students with mTBI and optimizing their academic outcomes.
Main Methods:
- A multidisciplinary consensus-building process involving clinicians, researchers, policymakers, and education personnel.
- Development of a white paper detailing essential components for a statewide educational infrastructure.
Main Results:
- The consensus identifies five key components for a statewide mTBI support infrastructure: interdisciplinary team training, professional development, identification/assessment/monitoring protocols, flexible intervention strategies, and communication systems.
- Emphasis on policy considerations for consistent implementation and the need for research to guide program effectiveness.
Conclusions:
- A guiding framework is proposed to assist educational systems in developing support structures for students recovering from mTBI.
- Current best practice guidelines should be followed in the absence of extensive research on school-based supports for mTBI.
