Duff Melissa C, Stuck Sarah
a Department of Communication Sciences and Disorders and.
Brain Inj. 2015;29(1):64-77. doi: 10.3109/02699052.2014.965747.
To characterize paediatric concussion knowledge and the management practices of school-based speech-language pathologists (SLPs) in the US to establish a baseline upon which changes in SLP training, knowledge and best practices can be measured.
A survey was developed to assess current knowledge and management of paediatric concussion allowing for comparison to previous and future surveys on SLP knowledge and practice in other areas of brain injury.
One thousand surveys were distributed to school-based SLPs from 10 states. Two hundred and eighty SLPs from Minnesota, Wisconsin, New York, Massachusetts, Georgia, Florida, Texas, Tennessee, California and Arizona responded to the survey.
Compared to previous survey results, SLPs from the current sample indicate an increase in general brain injury training, but confidence in providing clinical services to brain-injured students remains low. SLPs have a mix of accurate and inaccurate concussion knowledge and uncertainty about their role in concussion management.
Findings suggest that increasing communication with other school personnel about concussion, increased training in paediatric TBI and concussion improved access to appropriate assessments tools and implementation of long-term concussion management will improve service delivery to school-aged children with concussion.
描述美国学校言语语言病理学家（SLP）对小儿脑震荡的认知及管理实践，以建立一个可用于衡量SLP培训、知识和最佳实践变化的基线。
开展一项调查，以评估当前对小儿脑震荡的认知和管理情况，以便与之前及未来关于SLP在其他脑损伤领域的知识和实践的调查进行比较。
向来自10个州的学校SLP发放了1000份调查问卷。来自明尼苏达州、威斯康星州、纽约州、马萨诸塞州、佐治亚州、佛罗里达州、得克萨斯州、田纳西州、加利福尼亚州和亚利桑那州的280名SLP回复了调查问卷。
与之前的调查结果相比，本次样本中的SLP表明其在一般脑损伤培训方面有所增加，但为脑损伤学生提供临床服务的信心仍然较低。SLP对脑震荡的认知既有准确的部分，也有不准确的部分，并且对其在脑震荡管理中的作用存在不确定性。
研究结果表明，加强与其他学校工作人员关于脑震荡的沟通、增加小儿创伤性脑损伤和脑震荡方面的培训、改善获取适当评估工具的途径以及实施长期脑震荡管理，将改善对患有脑震荡的学龄儿童的服务提供。
