Vivian H Lyons1, Megan Moore2, Roxanne Guiney3, Rajiv C Ayyagari4, Leah Thompson5, Frederick P Rivara6, Robin Fleming7, Deborah Crawley8, Dawn Harper9, Monica S Vavilala10,11. 1. Department of Epidemiology, University of Washington, 1959 NE Pacific Street, Health Sciences Building, F-262, Box 357236, Seattle, WA 98195-7236. 2. School of Social Work, University of Washington, 4101 15th Avenue NE, Seattle, WA 98105-6250. 3. Department of Psychiatry and Behavioral Sciences, Harborview Medical Center, 325 9th Avenue, Box 359911, Seattle, WA 98104. 4. Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218. 5. Seattle Pediatric Concussion Research Collaborative, 4800 Sand Point Way NE, Seattle, WA 98105. 6. Pediatrics, School of Medicine, University of Washington, Box 359960, 325 9th Avenue, Seattle, WA 98104. 7. Office of the Superintendent of Public Instruction, 600 Washington Street SE, Olympia, WA 98504-7200. 8. Brain Injury Alliance of Washington, 316 Broadway Suite 305, Seattle, WA 98122. 9. Issaquah Valley Elementary School, 98927 555 Northwest Holly Street, Issaquah, WA 98027. 10. Harborview Injury Prevention & Research Center, Seattle, WA 98122. 11. School of Medicine, University of Washington, 401 Broadway, Seattle, WA 98122.
Abstract
BACKGROUND: Many students do not receive return to learn (RTL) services upon return to academics following a concussion. METHODS: Using a mixed-methods approach, we conducted a survey of RTL practices and experiences in Washington State schools between January 2015 and June 2015. We then held a statewide summit of RTL stakeholders and used a modified Delphi process to develop a consensus-based RTL implementation model and process. RESULTS: Survey participants included 83 educators, 57 school nurses, 14 administrators, and 30 parents, representing 144 schools in rural and urban areas. Unmet need domains and recommendations identified were (1) a current lack of school policies; (2) barriers to providing or receiving accommodations; (3) wide variability in communication patterns; and (4) recommendations shared by all stakeholder groups (including desire for readily available best practices, development of a formal school RTL policy for easy adoption and more training). Using stakeholder input from RTL summit participants and survey responses, we developed an RTL implementation model and checklist for RTL guideline adoption. CONCLUSIONS: Washington State children have unmet needs upon returning to public schools after concussion. The student-centered RTL model and checklist for implementing RTL guidelines can help schools provide timely RTL services following concussion.
BACKGROUND: Many students do not receive return to learn (RTL) services upon return to academics following a concussion. METHODS: Using a mixed-methods approach, we conducted a survey of RTL practices and experiences in Washington State schools between January 2015 and June 2015. We then held a statewide summit of RTL stakeholders and used a modified Delphi process to develop a consensus-based RTL implementation model and process. RESULTS: Survey participants included 83 educators, 57 school nurses, 14 administrators, and 30 parents, representing 144 schools in rural and urban areas. Unmet need domains and recommendations identified were (1) a current lack of school policies; (2) barriers to providing or receiving accommodations; (3) wide variability in communication patterns; and (4) recommendations shared by all stakeholder groups (including desire for readily available best practices, development of a formal school RTL policy for easy adoption and more training). Using stakeholder input from RTL summit participants and survey responses, we developed an RTL implementation model and checklist for RTL guideline adoption. CONCLUSIONS: Washington State children have unmet needs upon returning to public schools after concussion. The student-centered RTL model and checklist for implementing RTL guidelines can help schools provide timely RTL services following concussion.
Authors: Brianna M Mills; Kelsey M Conrick; Scott Anderson; Julian Bailes; Barry P Boden; Darryl Conway; James Ellis; Francis Feld; Murphy Grant; Brian Hainline; Glenn Henry; Stanley A Herring; Wellington K Hsu; Alex Isakov; Tory R Lindley; Lance McNamara; Jason P Mihalik; Timothy L Neal; Margot Putukian; Frederick P Rivara; Allen K Sills; Erik E Swartz; Monica S Vavilala; Ron Courson Journal: J Athl Train Date: 2020-06-23 Impact factor: 2.860
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