Bradley-Klug, Kathy L; Garofano, Jeffrey; Lynn, Courtney; DeLoatche, Kendall Jeffries; Lam, Gary Yu Hin
Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication Journal Article
In: School Psychology Forum, vol. 9, no. 3, pp. 184–198, 2015, ISBN: 19382243.
Abstract | BibTeX | Tags: BRAIN -- Concussion, Communication, Public health -- United States, School Psychologists, Stakeholders
@article{Bradley-Klug2015,
title = {Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication},
author = {Bradley-Klug, Kathy L and Garofano, Jeffrey and Lynn, Courtney and DeLoatche, Kendall Jeffries and Lam, Gary Yu Hin},
isbn = {19382243},
year = {2015},
date = {2015-01-01},
journal = {School Psychology Forum},
volume = {9},
number = {3},
pages = {184--198},
abstract = {Concussions are a major public health concern in the United States, especially among children and adolescents. Although there is a growing body of literature regarding the underlying physiologic processes that occur after a concussion, there is no consensus regarding the risk factors for a concussion or the reasons for significant differences in recovery. There is a paucity of research on the educational outcomes of students who sustain concussions because much of the current literature is based on adults and/or athletes. Researchers and practitioners are beginning to focus on youth with concussions with the goal of reducing incidence through prevention and facilitating recovery through accurate assessment and effective treatment. School psychologists can play a key role in prevention, assessment, and intervention through the implementation of a school-based concussion protocol. Effective communication between stakeholders is an essential component to this protocol, and is critical to the support and management of students who have sustained a concussion. The purpose of this article is to provide a review of the current literature on concussions in youth and present a school-based protocol that includes a stepwise progression for assisting a student to "return to learn" (Baker et al., 2014), integrated within a problem-solving model. The importance of effective interdisciplinary communication is emphasized throughout, and suggestions to enhance communication across stakeholders are presented. [ABSTRACT FROM AUTHOR]},
keywords = {BRAIN -- Concussion, Communication, Public health -- United States, School Psychologists, Stakeholders},
pubstate = {published},
tppubtype = {article}
}
Bradley-Klug, Kathy L; Garofano, Jeffrey; Lynn, Courtney; DeLoatche, Kendall Jeffries; Lam, Gary Yu Hin
Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication Journal Article
In: School Psychology Forum, vol. 9, no. 3, pp. 184–198, 2015, ISBN: 19382243.
@article{Bradley-Klug2015,
title = {Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication},
author = {Bradley-Klug, Kathy L and Garofano, Jeffrey and Lynn, Courtney and DeLoatche, Kendall Jeffries and Lam, Gary Yu Hin},
isbn = {19382243},
year = {2015},
date = {2015-01-01},
journal = {School Psychology Forum},
volume = {9},
number = {3},
pages = {184--198},
abstract = {Concussions are a major public health concern in the United States, especially among children and adolescents. Although there is a growing body of literature regarding the underlying physiologic processes that occur after a concussion, there is no consensus regarding the risk factors for a concussion or the reasons for significant differences in recovery. There is a paucity of research on the educational outcomes of students who sustain concussions because much of the current literature is based on adults and/or athletes. Researchers and practitioners are beginning to focus on youth with concussions with the goal of reducing incidence through prevention and facilitating recovery through accurate assessment and effective treatment. School psychologists can play a key role in prevention, assessment, and intervention through the implementation of a school-based concussion protocol. Effective communication between stakeholders is an essential component to this protocol, and is critical to the support and management of students who have sustained a concussion. The purpose of this article is to provide a review of the current literature on concussions in youth and present a school-based protocol that includes a stepwise progression for assisting a student to "return to learn" (Baker et al., 2014), integrated within a problem-solving model. The importance of effective interdisciplinary communication is emphasized throughout, and suggestions to enhance communication across stakeholders are presented. [ABSTRACT FROM AUTHOR]},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Bradley-Klug, Kathy L; Garofano, Jeffrey; Lynn, Courtney; DeLoatche, Kendall Jeffries; Lam, Gary Yu Hin
Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication Journal Article
In: School Psychology Forum, vol. 9, no. 3, pp. 184–198, 2015, ISBN: 19382243.
Abstract | BibTeX | Tags: BRAIN -- Concussion, Communication, Public health -- United States, School Psychologists, Stakeholders
@article{Bradley-Klug2015,
title = {Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication},
author = {Bradley-Klug, Kathy L and Garofano, Jeffrey and Lynn, Courtney and DeLoatche, Kendall Jeffries and Lam, Gary Yu Hin},
isbn = {19382243},
year = {2015},
date = {2015-01-01},
journal = {School Psychology Forum},
volume = {9},
number = {3},
pages = {184--198},
abstract = {Concussions are a major public health concern in the United States, especially among children and adolescents. Although there is a growing body of literature regarding the underlying physiologic processes that occur after a concussion, there is no consensus regarding the risk factors for a concussion or the reasons for significant differences in recovery. There is a paucity of research on the educational outcomes of students who sustain concussions because much of the current literature is based on adults and/or athletes. Researchers and practitioners are beginning to focus on youth with concussions with the goal of reducing incidence through prevention and facilitating recovery through accurate assessment and effective treatment. School psychologists can play a key role in prevention, assessment, and intervention through the implementation of a school-based concussion protocol. Effective communication between stakeholders is an essential component to this protocol, and is critical to the support and management of students who have sustained a concussion. The purpose of this article is to provide a review of the current literature on concussions in youth and present a school-based protocol that includes a stepwise progression for assisting a student to "return to learn" (Baker et al., 2014), integrated within a problem-solving model. The importance of effective interdisciplinary communication is emphasized throughout, and suggestions to enhance communication across stakeholders are presented. [ABSTRACT FROM AUTHOR]},
keywords = {BRAIN -- Concussion, Communication, Public health -- United States, School Psychologists, Stakeholders},
pubstate = {published},
tppubtype = {article}
}