颅脑损伤后返校：受伤 1 年后接受的教育服务。
Return to School Following TBI: Educational Services Received 1 Year After Injury.
机构信息
Department of Speech and Hearing Science, The Ohio State University, and Division of Clinical Therapies and Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, Ohio (Dr Lundine); Center on Brain Injury Research and Training, Department of Psychology, University of Oregon, Eugene (Drs Todis, McCart, and Glang); Center on Human Development, University of Oregon, Eugene (Mr Gau); Department of Pediatrics, University of Cincinnati College of Medicine, and Division of Rehabilitation Medicine, Cincinnati Children's Hospital Medical Center, Ohio (Dr Wade); and Department of Psychology, University of Calgary, and Alberta Children's Hospital Research Institute and Hotchkiss Brain Institute, University of Calgary, Alberta, Canada (Dr Yeates).
出版信息
J Head Trauma Rehabil. 2021;36(2):E89-E96. doi: 10.1097/HTR.0000000000000591.
BACKGROUND
Many children who experience a traumatic brain injury (TBI) return to school without receiving needed support services.
OBJECTIVE
To identify services received and predictors of formal special education services (ie, Individualized Education Plan [IEP]) for students with TBI 1 year after returning to school.
SETTING AND PARTICIPANTS
A total of 74 students with TBI recruited from children's hospitals in Colorado, Ohio, and Oregon.
DESIGN
Secondary analysis of previously reported randomized control trials with surveys completed by caregivers when students returned to school (T1) and 1 year later (T2). This study reports data collected at T2.
RESULTS
While 45% of students with TBI reported an IEP 1 year after returning to school, nearly 50% of students received informal or no services. Male students, those who sustained a severe TBI, and students whose parents reported domain-specific concerns were more likely to receive special education services at 1 year. In a multivariate model, sex remained the only significant predictor of IEP services at T2.
CONCLUSIONS
Females and students with less severe or less visible deficits were less likely to receive special education services. While transition services may help students obtain special education for the first year after TBI, identifying students with TBI who have subtle or later-developing deficits remains a challenge.
背景
许多经历创伤性脑损伤（TBI）的儿童在返回学校后没有得到所需的支持服务。
目的
确定 TBI 学生在返回学校 1 年后接受的服务以及正式特殊教育服务（即个别化教育计划 [IEP]）的预测因素。
设置和参与者
总共从科罗拉多州、俄亥俄州和俄勒冈州的儿童医院招募了 74 名 TBI 学生。
设计
对以前报道的随机对照试验的二次分析，当学生返回学校（T1）和 1 年后（T2）时，由照顾者完成调查。本研究报告了在 T2 收集的数据。
结果
尽管 45%的 TBI 学生在返回学校 1 年后报告了 IEP，但近 50%的学生接受了非正式或没有服务。男性学生、遭受严重 TBI 的学生以及其父母报告特定领域存在问题的学生在 1 年内更有可能获得特殊教育服务。在多变量模型中，性别仍然是 T2 时 IEP 服务的唯一显著预测因素。
结论
女性和损伤程度较轻或较不明显的学生获得特殊教育服务的可能性较小。虽然过渡服务可能有助于 TBI 后第一年的学生获得特殊教育，但识别具有细微或后期出现缺陷的 TBI 学生仍然是一个挑战。
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