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Article Abstract
Objective: Acquired Brain Injury (ABI) is a leading cause of childhood disability, yet educators report a gap in knowledge about supporting students with ABI when they return to school. We tested our professional development module to examine how it impacted educators' ABI knowledge and self-efficacy for supporting students with ABI.
Method: Fifty educators filled out questionnaires about their knowledge and self-efficacy at three time points: pre-module, post-module, and 60 days post-module. Score differences were examined across time.
Results: Participants' ABI knowledge, subjective knowledge of the module learning objectives, and self-efficacy increased from pre- to post-module, and these gains were maintained at 60 days.
Conclusions: This suggests that is a tool for better equipping educators to support students with ABI.
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| http://dx.doi.org/10.1017/S1355617725101161 | DOI Listing |
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