Variations in State Laws Governing School Reintegration Following Concussion

Thompson, Leah L.; Lyons, Vivian H.; McCart, Melissa; Herring, Stanley A.; Rivara, Frederick P.; Vavilala, Monica S.

doi:10.1542/peds.2016-2151

Cited by 38 publications

(31 citation statements)

References 31 publications

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“…On the other hand, our understanding of cognitive rest and return to learning is less well informed by substantial research. Most current protocols provide generalized approaches, which do not necessarily take into account the needs of the individual student [ 5 , 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Neelakantan

Ryali

Cabral

et al. 2020

IJERPH

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Sport-related concussions (SRC) are an increasingly common concern in young athletes, with long-term cognitive, physiological, behavioral, and psychological adverse outcomes. An estimated 1.1 million to 1.9 million SRCs occur per year in children <18 years old in the United States. The post-concussive state has demonstrated consequences in several domains, including athletics and academics, although much more research has been conducted on the former. The objective of this scoping review was to ascertain findings from published studies on the effects of SRCs on academic performance and quality of life of young student athletes. A total of 175 articles were screened within the PubMed and CINAHL databases, along with a Google search. Fourteen papers fulfilled the inclusion criteria and were analyzed in the review. Quantitative and qualitative data were collated and demonstrated the heterogeneity with which, post-concussion academic performance outcomes were measured; only 4 of the 14 studies utilized formal academic metrics such as changes in grade point average (GPA) or examination scores. While the results overall did show statistically significant implications on academic performance decline after SRC, it is clear that there remains a paucity of research determining the consequences of SRCs on academic performance in the school environment. Further research is needed to better understand how to implement accommodations in the student’s learning environment and guide return-to-learn protocols for student athletes following SRC.

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Section: Introductionmentioning

confidence: 99%

Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Neelakantan

Ryali

Cabral

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…These laws tend to focus on mitigation of concussion through education of stakeholders, including students, parents, and school sports and teaching personnel, real-time diagnosis of concussion and removal from play, and medical clearance for return-to-activity (Lowery and Morain 2014). Most of these laws focus on head injuries occurring during school sports, but several include mTBI among all students, regardless of cause (Thompson et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of implementation of Massachusetts sports concussion regulations: results of a survey of athletic directors

et al. 2020

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“…10,11 Although all 50 states now have laws in place that stipulate specific rules around "RTL" for student athletes, the development of RTL protocols that specify how a student should gradually increase academic activity until fully reengaged in school lags far behind. 12 Central to existing RTL recommendations is the formation of teams consisting of educational professionals with complimentary expertise, designed to meet the varied needs of students with mTBI. The American Speech-Language-Hearing Association (ASHA) specifically mentions TBI (including mTBI) as part of the scope of practice for speech-language pathologists (SLPs), not only for assessment and treatment but also for prevention.…”

Section: Most Of the Millions Of Children In Thementioning

confidence: 99%

Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury

O’Brien

2020

Semin Speech Lang

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School-based speech-language pathologists (SLPs) can play an important role in the recovery of children who have sustained a mild traumatic brain injury (mTBI). Two types of knowledge barriers are described here that impact the beliefs and ability of SLPs to respond to the needs of these students. Foundational knowledge is relatively stable over time, and encompasses basic definitions and understanding of the injury. In contrast, flexible knowledge addresses clinical management, including assessment and treatment, and should be regularly updated to align with current best practice recommendations. Clinicians are sensitive to this difference, seeking clinically applicable continuing education. However, general poor understanding of pediatric mTBI paired with rapidly advancing research in the field has led to widespread inaccuracies in both foundational and flexible knowledge. Suggestions are provided for educational initiatives and for advocacy of the role of SLPs in the care of students with mTBI.

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Variations in State Laws Governing School Reintegration Following Concussion

Cited by 38 publications

References 31 publications

Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Academic Performance Following Sport-Related Concussions in Children and Adolescents: A Scoping Review

Perceptions of implementation of Massachusetts sports concussion regulations: results of a survey of athletic directors

Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury

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