Cbirt. org. Deborah Ettel, Ph.D. Center on Brain Injury Research and Training Principal Investigators: Ann Glang, Ph.D, Bonnie Todis, PhD NARRTC 2012 Annual.

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.Deborah Ettel, Ph.D.Center on Brain Injury Research and TrainingPrincipal Investigators: Ann Glang, Ph.D, Bonnie Todis, PhD

NARRTC 2012 Annual Conference Advancing and Sustaining Research in

Disability and Rehabilitation

April 26-27 2012Alexandria, VA

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School supportThere is no systematic method for connecting children and their families with services within the school and community following TBI.

Issue: Students with TBI underidentified & underserved in schools , lack of awareness,

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School support

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STEP (Student Transition and re-Entry) model

Hospital call to State DOE State Department of Education

DOE single point of contact - informs trained regional liaison

Regional liaison informs the schooloffers resources to family and schoolongoing communication family, support tracking by DOE

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R4

R3

R6 R1

R2

R7

R5

R8

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Sample

Current N = 136 Preliminary analysis: N = 70

Children/youth ages 5-19 who:Are enrolled in public schoolWere hospitalized at least overnight for TBI

Testing STEP: NIDRR Randomized controlled trial

Ohio, Colorado, Oregon5 hospitals, 3 Depts. Of Education

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Study Design: RCT

Student randomly assigned to STEP or usual care

Parent and 1-2 teachers complete baseline measures

Reassessment at one year T0 in hospital, T1 at 30 days post-injury, T2 at 1 year post-injury

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What happens upon return to school after TBI? Parent and Teacher MeasuresState/Trait Anxiety Index

Brain Injury Partners measures of advocacy skillChild Behavior Checklist (CBCL, aka Achenbach)CASP – Child & Adolescent Scale of ParticipationCASE – Child & Adolescent Scale of EnvironmentBrief BRIEF (24 questions)STEP measures of parent concerns/services needed/provided/satisfaction

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Severity of Injury –mostly mod-sev

Frequency Count N = 70

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Received inpatient rehabilitation services?

Percent of total sample N = 136

Special Education Services

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Does STEP make a difference? Results by TX Condition

No statistically significant differences between outcomes for STEP vs. Usual Care

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Does the effect of STEP depend upon whether or not the student had rehabilitation services?

Tx effect controlling for rehabilitation services

status

Sample divided by Rehab (28) vs. No Rehab (42)Each group contained tx & control

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% Students (non-rehab) with IEP % Students (non-rehab) with IEP at Time 2at Time 2

N = 42 No Rehab

Sample divided by Rehab (28) vs. No Rehab (42)Each group contained tx & control

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% Parent Overall % Parent Overall Satisfaction at Time 2Satisfaction at Time 2

N = 42No Rehab

Sample divided by Rehab (28) vs. No Rehab (42)Each group contained tx & control

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Big PictureFor children/youth who did not receive rehabilitation, those in STEP showed better results compared with Usual Care:

More likely to be found eligibility for special education under the TBI category

Parents report school staff more helpful

Parents express more satisfaction with school services

Equivalent at T0

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STEP in your state?: Key components

Coordinator at state/regional Department of Education

Regional liaisons Coordinator at hospital

Using part of the recipe for success may not lead to the same outcomes Stay tuned!

Next Steps for STEP: Continue data analyses