Healthcare Provider Perspectives on Pediatric Concussion: The Importance of Formalized Systems of Communication Across Settings.

Background: Healthcare providers play a critical role in the return to school (RTS) process after a child sustains a mild traumatic brain injury (mTBI). The purpose of this study was to examine healthcare providers' perspectives on effective communication with school personnel and gaps within those practices, using a qualitative approach.

Methods: Twelve community-based healthcare providers in suburban Oregon and Ohio completed semi-structured interviews between February 2021 and July 2021 via Zoom.

Competencies for Training Juvenile Services on Justice-Involved Youth with Traumatic Brain Injury.

Research indicates young individuals with traumatic brain injuries (TBI) in juvenile justice settings lack essential support, mainly due to staff members' insufficient knowledge and skills in TBI-related areas stemming from a lack of relevant professional development. This study aimed to improve services for justice-involved youths with TBI in juvenile correction facilities by establishing empirically validated core competencies tailored to their needs. Through a Delphi study involving experts in juvenile services, juvenile corrections, TBI, transition services, and professional development, we identified and refined a set of 44 competencies distributed across six domains: knowledge (12 competencies), screening (6 competencies), eligibility (3 competencies), assessment (4 competencies), intervention (10 competencies), and community reentry (9 competencies).

Using guided credible history interviews to establish special education eligibility for students with traumatic brain injury.

Background: In Oregon in 2019, only 261 students were eligible for special education under the traumatic brain injury (TBI) category. Many students with TBIs are not treated by a medical provider, so the requirement for a medical statement could prevent eligible youth from receiving special education services.

Objective: This study investigated barriers to using a medical statement to establish special education eligibility for TBI, support for using a guided credible history interview (GCHI), and training needs around GCHI.

Stakeholder Perspectives on the School Experiences of Students With Traumatic Brain Injury: The Effects of COVID-19 Pandemic on Service Delivery.

Background: For students with traumatic brain injury (TBI), the COVID-19 pandemic exacerbated challenges they were already experiencing at school.

Methods: This qualitative study employed focus groups and interviews with students, parents, school, and medical personnel to explore the school experiences of students with TBI. Thematic qualitative analyses were used.

Management of Return to School Following Brain Injury: An Evaluation Model.

Traumatic brain injury (TBI) affects children's ability to succeed at school. Few educators have the necessary training and knowledge needed to adequately monitor and treat students with a TBI, despite schools regularly serving as the long-term service provider. In this article, we describe a model used in Oregon that implements best practices indicated by the extant literature, as well as our research protocol for evaluating this model.

Transition to adulthood for youth with disabilities who experienced foster care: An ecological approach.

Background: Almost 21,000 youth, in the U.S., leave foster care due to "emancipation" each year.