Effect of School Services on Academic Performance after Traumatic Brain Injury in Hispanic and Non-Hispanic Students

Autor/inn/en	Jimenez, Nathalia; Virtue, Alyssa; Segar, Karen; Stoep, Ann Vander; Rivara, Frederick P.
Titel	Effect of School Services on Academic Performance after Traumatic Brain Injury in Hispanic and Non-Hispanic Students
Quelle	In: Journal of School Health, 89 (2019) 7, S.519-526 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jimenez, Nathalia) ORCID (Stoep, Ann Vander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12776
Schlagwörter	Head Injuries; Brain; Children; Academic Achievement; Grade Point Average; Hispanic American Students; White Students; Intervention; Reentry Students; Program Effectiveness + Suchen Sie Ihr Suchwort? Kopfverletzung; Gehirn; Child; Kind; Kinder; Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Zweiter Bildungsweg
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 < 0.001). 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. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01