Nathalia Jimenez1, Alyssa Virtue2, Karen Segar3, Ann Vander Stoep4, Frederick P Rivara5. 1. Departments of Anesthesiology and Pain Medicine, University of Washington, Harborview Injury Prevention and Research Center, 401 Broadway, 4th Floor, Seattle, WA 98122. 2. University of Washington, Harborview Injury Prevention and Research Center, 401 Broadway, 4th Floor, Seattle, WA 98122. 3. Harborview Injury Prevention and Research Center, 401 Broadway, 4th Floor, Seattle, WA 98122. 4. Departments of Psychiatry, Behavioral Sciences and Epidemiology, University of Washington, Child Health Institute, P.O. Box 3549, Seattle, WA 98195. 5. Epidemiology and Pediatric Dentistry, University of Washington, Harborview Injury Prevention and Research Center, 401 Broadway, 4th Floor, Seattle, WA 98122.
Abstract
BACKGROUND: School reintegration after traumatic brain injuries (TBI) requires school support; however, implementation of services is complex. This study evaluates disparities in receipt of school services for Hispanic children and its effect on academic performance. METHODS: Secondary analyses of school data on receipt of pre- and post-TBI school services. A logistic regression compared receipt of services between Hispanic and non-Hispanic white (NHW) children, and a linear regression evaluated services' effect on academic performance. RESULTS: The study includes 419 children; 46 Hispanic, 373 NHW. For NHW children there were no differences in receipt of pre- and post-TBI services; Hispanic children had significant increase in receipt of services from 5% to 27% (p < .001). Compared to NHWs, Hispanics had lower grade point average (GPA) at baseline (2.3 [confidence interval, CI: 1.9-2.7] vs 2.9 [CI: 2.8-3.0]). No differences in GPA were found between groups after injury among students who received post-TBI services. CONCLUSIONS: Students who receive post-TBI school services benefit academically. NHW students maintain their academic performance and Hispanics increase their performance to their NHW peers' level. This highlights the importance of providing post-TBI school services to ensure better outcomes for all children.
BACKGROUND: School reintegration after traumatic brain injuries (TBI) requires school support; however, implementation of services is complex. This study evaluates disparities in receipt of school services for Hispanic children and its effect on academic performance. METHODS: Secondary analyses of school data on receipt of pre- and post-TBI school services. A logistic regression compared receipt of services between Hispanic and non-Hispanic white (NHW) children, and a linear regression evaluated services' effect on academic performance. RESULTS: The study includes 419 children; 46 Hispanic, 373 NHW. For NHW children there were no differences in receipt of pre- and post-TBI services; Hispanic children had significant increase in receipt of services from 5% to 27% (p < .001). Compared to NHWs, Hispanics had lower grade point average (GPA) at baseline (2.3 [confidence interval, CI: 1.9-2.7] vs 2.9 [CI: 2.8-3.0]). No differences in GPA were found between groups after injury among students who received post-TBI services. CONCLUSIONS: Students who receive post-TBI school services benefit academically. NHW students maintain their academic performance and Hispanics increase their performance to their NHW peers' level. This highlights the importance of providing post-TBI school services to ensure better outcomes for all children.
Authors: Nathalia Jimenez; Beth E Ebel; Jin Wang; Thomas D Koepsell; Kenneth M Jaffe; Andrea Dorsch; Dennis Durbin; Monica S Vavilala; Nancy Temkin; Frederick P Rivara Journal: Pediatrics Date: 2013-05-06 Impact factor: 7.124
Authors: Thomas D Koepsell; Frederick P Rivara; Monica S Vavilala; Jin Wang; Nancy Temkin; Kenneth M Jaffe; Dennis R Durbin Journal: Pediatrics Date: 2011-10-03 Impact factor: 7.124