A review of brain regions and associated post-concussion symptoms.

The human brain is an exceptionally complex organ that is comprised of billions of neurons. Therefore, when a traumatic event such as a concussion occurs, somatic, cognitive, behavioral, and sleep impairments are the common outcome. Each concussion is unique in the sense that the magnitude of biomechanical forces and the direction, rotation, and source of those forces are different for each concussive event.

School performance in youth after a concussion.

Objective: This study aimed to identify school problems and levels of cognitive activity in youths aged 5-18 years with a concussion during the recovery stages of return to school (RTS).

Study Design: In a prospective cohort, participants completed in-person assessments at three time points: First Visit Post-injury, Symptom Resolution Visit, and Follow-Up Visit. These time points varied based on the participants' recovery progress.

Evaluating Adherence to Return to School and Activity Protocols in Children After Concussion.

Objective: The need to have a pediatric-specific concussion management protocol on Return to School (RTS) and Return to Activity (RTA) after concussion has been recognized internationally. The first step to evaluate the protocol effectiveness is to establish whether children and youth are adhering to these recommendations. The objective of this study was to explore the prevalence and predictors of adherence to RTS and RTA concussion management protocols for children/youth.

What Comes First: Return to School or Return to Activity for Youth After Concussion? Maybe We Don't Have to Choose.

Return to School (RTS) and Return to Activity/Play (RTA) protocols are important in concussion management. Minimal evidence exists as to sequence and whether progression can occur simultaneously. Experts recommend that children/youth fully return to school before beginning RTA protocols.

The Diagnosis of Concussion in Pediatric Emergency Departments: A Prospective Multicenter Study.

Background: The accurate identification of children with a concussion by emergency physicians is important to initiate appropriate anticipatory guidance and management.

Objectives: We compared the frequency of persistent concussion symptoms in children who were provided the diagnosis of concussion by an emergency physician versus those who met Berlin/Zurich international criteria for this diagnosis. We also determined the clinical variables independently associated with a physician-diagnosed concussion.

Quality-of-life after brain injury in childhood: time, not severity, is the significant factor.

Objective: Little is known about the impact of acquired brain injury (ABI) on the long-term quality-of-life (QoL) in children and youth. The objectives of this study were to illustrate the long-term QoL trajectories at 5 years post-ABI.

Methods: The QoL of children between 5-18 years (n = 94) admitted to McMaster Children's Hospital with ABI were assessed longitudinally for a minimum of 5 years post-injury using the Child Health Questionnaire.

"My child doesn't have a brain injury, he only has a concussion".

Objective: The term "concussion" is frequently used in clinical records to describe a traumatic head injury; however, there are no standard definitions of this term, particularly in how it is used with children. The goals of this study were to examine the clinical correlates of the concussion diagnosis and to identify the factors that lead to the use of this term in a regional pediatric center.

Methods: Medical data were prospectively collected from 434 children with traumatic brain injury who were admitted to a Canadian children's hospital.

Exploring postinjury living environments for children and youth with acquired brain injury.

Objectives: To explore and describe the extent to which children and youth (10-18y) with acquired brain injury in Ontario are living in environments considered inappropriate, to describe the nature of services and supports in those environments, and to determine appropriate living environments for children and youth with acquired brain injury.

Design: A mixed-methods approach with a case-study design was used in which the living environment represented the case. This article reports on the qualitative component.