Challenges and Barriers to Identifying Pain in the Special Education Classroom: A Review

Quinn, Brenna L.; Serna, Richard W.

doi:10.1007/s40489-017-0117-1

Cited by 9 publications

(7 citation statements)

References 64 publications

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“…There is a need for education for providers regarding evaluating and treating pain in children with MC. 15,[33][34][35][36] Pain education, in general, is limited for health care providers across specialties and disciplines. [37][38][39][40][41] Supervising clinicians may use the GRASP to help trainees gain knowledge and skills in identifying sources of pain in children with MC.…”

Section: Discussionmentioning

confidence: 99%

Initial Validation of GRASP: A Differential Diagnoses Algorithm for Children With Medical Complexity and an Unknown Source of Pain

Morse

Solodiuk

Greco

et al. 2020

Hospital Pediatrics

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Identifying the source of pain for children with medical complexity (MC) is challenging. The purpose of this study was the initial validation of a tool to guide the medical evaluation for identifying the source of pain in children with MC by using differential diagnoses. The tool is entitled Guidelines for Ruling Out and Assessing Source of Pain (GRASP). METHODS: A mixed-methods approach that included expert review, focus groups, Web-based surveys, and a trial of the GRASP was used to determine validity as well as perceived clinical utility. RESULTS: Focus groups were held with 26 inpatient and outpatient clinicians. Participants consistently responded in support of the GRASP. Participants advised several suggestions for tool organization such as designing the tool as a flow diagram. Seven clinicians participated in Webbased surveys and made specific suggestions for making the GRASP more comprehensive. Six participants trialed the GRASP for 14 children with MC and pain of unknown origin. Overall, participants found that the GRASP was a clinically effective tool for guiding medical evaluation. CONCLUSIONS: These results provide preliminary evidence that the GRASP has content and face validity in evaluating the source of pain in children with MC. This tool can be used to systematically guide clinicians through a balanced approach to evaluation with a goal of determining the pain source, preventing harm, and relieving suffering without unnecessary tests.

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Section: Discussionmentioning

confidence: 99%

Initial Validation of GRASP: A Differential Diagnoses Algorithm for Children With Medical Complexity and an Unknown Source of Pain

Morse

Solodiuk

Greco

et al. 2020

Hospital Pediatrics

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“…Special educators need more knowledge and skills related to pain identification in the school setting to foster access to curricula for students with ID, as measured by indicators such as student attendance, seat time, academic performance, and so on (Quinn & Serna, 2017). Thus, there is a critical need for educational interventions that address this issue for special educators.…”

Section: Study Purpose and Aimsmentioning

confidence: 99%

“…The first author moderated the focus groups. Both authors developed a discussion guide following a review of the literature relevant to challenges and barriers to assessing pain in the special education setting (Quinn & Serna, 2017). Conversation probes outside of the discussion guide questions were implemented as needed.…”

Section: Study Purpose and Aimsmentioning

confidence: 99%

“…Despite influencing student wellness and providing direct care, teachers lack formal training in determining whether students with ID are experiencing pain (Browder & Spooner, 2011). If special educators cannot identify student pain, students cannot be referred to the school nurse for evaluation (Quinn & Serna, 2017). Without evaluation and treatment of pain, students endure pain unnecessarily.…”

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confidence: 99%

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Educators’ Experiences Identifying Pain Among Students in Special Education Settings

Quinn

Serna

2017

The Journal of School Nursing

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If special educators cannot identify pain in students with intellectual disability (ID), students cannot be referred to the school nurse for assessment and management. The purpose of this study was to examine how special educators identify pain in the school setting. Twenty-four special educators participated in focus groups aiming to (1) identify educators' observations and perceptions of pain in students with ID and (2) determine the decision-making processes educators use to determine the need for student presentation or referral to the health office. Overall, special educators know students well enough to differentiate pain-related behaviors from normal well-child behaviors, prioritize student safety, and draw on personal experiences with pain when addressing pain in students with ID. Special educators welcome opportunities to learn more about pain in children with ID. Teachers, nurses, and other professionals should share knowledge about and experiences of working with students in pain to improve practices.

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“…En este sentido, se ha propuesto que para distraerse de la sensación de dolor cuya localización y causa desconocen ellos mismos causan un estímulo más poderoso que se traduce en fuertes autoagresiones [11]. El dolor también se ha relacionado con las alteraciones en el sueño [12], y en general, de forma directa o indirecta con las dificultades para acceder a un mejor y más significativo aprendizaje [13]. La correcta y temprana identificación de los síntomas de dolor pueden, por lo tanto, mejorar todos estos aspectos, incluyendo la mejora del estrés al que están sometidos los cuidadores [7,14].…”

Section: Introductionunclassified

Expresión del dolor en niños con Trastorno del Espectro Autista Severo: Estudio piloto con la escala NCCP-C

López¹,

Ferrando²

2020

RevDisCliNeuro

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El perfil neurobiológico asociado a las personas con autismo dificulta su forma de identificar y expresar el dolor, lo que se traduce en una merma de su calidad de vida. El objetivo fundamental de este trabajo es conocer la idiosincrasia que rodea la expresión del dolor en las personas con autismo y discapacidad intelectual. Diez niños de 7 a 12 años con autismo severo (edad M= 14.4 años, DT= 3.50; todos ellos hombres). Participaron en este estudio. Se recogió información sobre los episodios de dolor utilizando la escala NCCP-C. Sus puntuaciones fueron comparadas con las de la muestra normativa para niños con discapacidad intelectual obtenida por Breau et al. (1) (edad M =10; DT = 4.4; 40.07% mujeres).Los resultados mostraron diferencias estadísticamente significativas en las áreas social (el alumno TEA evita la interacción social y rechaza el consuelo; mientras que otras discapacidades buscan más el consuelo del adulto), actividad (se dan más fluctuaciones en su actividad física) y psicofisiológica (alteraciones más notables en el sueño).

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Challenges and Barriers to Identifying Pain in the Special Education Classroom: A Review

Cited by 9 publications

References 64 publications

Initial Validation of GRASP: A Differential Diagnoses Algorithm for Children With Medical Complexity and an Unknown Source of Pain

Initial Validation of GRASP: A Differential Diagnoses Algorithm for Children With Medical Complexity and an Unknown Source of Pain

Educators’ Experiences Identifying Pain Among Students in Special Education Settings

Expresión del dolor en niños con Trastorno del Espectro Autista Severo: Estudio piloto con la escala NCCP-C

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