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Results from a randomized trial evaluating a hospital-school transition support model for students hospitalized with

Ann Glang1, Bonnie Todis1, Debbie Ettel2

  • 1a Center on Brain Injury Research and Training, University of Oregon , Eugene , OR , USA.

Brain Injury
|February 2, 2018
PubMed

Insights

The STEP model, a hospital-to-school transition protocol for children with traumatic brain injuries (TBI), did not show significant benefits compared to usual care. Further research is needed on intervention timing, dosage, and outcome measures for pediatric TBI.

Area of Science:

  • Pediatric Traumatic Brain Injury (TBI)
  • Neurorehabilitation
  • Educational Psychology

Background:

  • Children hospitalized for TBI often face challenges transitioning back to school.
  • Effective transition protocols are crucial for optimizing academic and psychosocial outcomes.
  • The STEP model was developed as a systematic approach to facilitate this transition.

Purpose of the Study:

  • To evaluate the effectiveness of the STEP (Systematic Transition Protocol for children with TBI) model.
  • To determine if the STEP model improves outcomes for children with TBI compared to usual care.
  • To assess the utility of a standardized hospital-school transition protocol.

Main Methods:

  • A randomized controlled trial (RCT) involving 100 families of children with TBI across five children's hospitals.
  • Participants were randomized to either the STEP protocol or usual care while hospitalized.
  • Outcomes were measured using questionnaires on special education eligibility, behavior (CBCL, BRIEF), participation (CASP), and environment (CASE) at one month and one year post-discharge.

Main Results:

  • No significant differences were found between the STEP group and the usual care group on any of the measured outcomes at one month or one year.
  • The STEP intervention did not demonstrate a statistically significant effect on special education eligibility, support services, academic accommodations, or behavioral outcomes.

Conclusions:

  • The study's null findings do not negate the need for effective hospital-to-school transition programs for pediatric TBI.
  • Important questions remain regarding the optimal timing, dosage, outcome measures, and fidelity of such interventions.
  • Conducting community-based RCTs in the pediatric TBI population presents significant logistical challenges.
Abstract

Keywords:
Educationbrain injuries/*rehabilitationchilddisabled children/*educationhospitalsprogramme developmentprogramme evaluationschool health servicesschoolssurveys and questionnaires

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