Consideration of the Federal Guidelines for Academic Services for Student-Athletes with Sports-Related Concussion

2012 ◽  
Vol 13 (3) ◽  
pp. 70-78 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Anthony P. Salvatore
Keyword(s):  
Student Athletes ◽  
Section 504 ◽  
Return To Play ◽  
Behavioral Deficits ◽  
Prevention Education ◽  
Concussion Management ◽  
School Settings ◽  
Definition Of ◽  
Federal Guidelines ◽  
Academic Services

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.

scholarly journals The Value of Speech-Language Pathologists in Concussion Management

2017 ◽  
Vol 04 (01) ◽  
pp. e8-e13 ◽  
Author(s):  
Caroline Ketcham ◽  
Melissa Bowie ◽  
Thomas Buckley ◽  
Martin Baker ◽  
Kirtida Patel ◽  
...  
Keyword(s):  
Cognitive Processing ◽  
Student Athletes ◽  
Management Team ◽  
Return To Play ◽  
Athletic Trainer ◽  
Concussion Management ◽  
Speech Language Pathologist ◽  
Collegiate Level ◽  
Return To Learn ◽  
Learn Process

Abstract Objective The goal of this article is to make a case for the value of a speech-language pathologist (SLP) to be considered for inclusion on a concussion management team in a consultant capacity and resource for student-athletes during the return-to-learn process particularly at the high school or collegiate level where they may already be on staff or affiliated. SLPs have the skills and expertise to address difficulties and provide structured strategies to address symptoms of a concussion that affect cognitive processing, attention, and focus which often are impacted during recovery from a concussion. These skills alongside an athletic trainer/school nurse will provide a mechanism for student-athletes to be monitored and have a resource through the return-to-learn and return-to-play process.

Variations in Time to Recovery from Pediatric Concussion Based on Differing Outcomes of Interest

Neurology ◽  
2021 ◽  
Vol 98 (1 Supplement 1) ◽  
pp. S10.2-S11
Author(s):  
Christina Master ◽  
Kristi Metzger ◽  
Mr. Daniel Corwin ◽  
Catherine McDonald ◽  
Melissa Pfeiffer ◽  
...  
Keyword(s):  
Sports Medicine ◽  
Clinical Care ◽  
Median Number ◽  
Self Report ◽  
Return To School ◽  
Self Assessment ◽  
Concussion Management ◽  
Pediatric Concussion ◽  
Concussion Recovery ◽  
Definition Of

ObjectiveTo quantify variability in pediatric concussion recovery across multiple outcomes of interest.BackgroundPediatric concussion studies are hindered by a common significant limitation: lack of agreement on a standard definition of “recovery.” A variety of clinical outcomes of interest utilized across studies, including symptom self-report, neurocognitive testing results, self-reported return to activity, and physician clearance for activity, leads to challenges for both research, as well as clinical concussion management.Design/MethodsWe enrolled concussed youth, ages 11–18 years, from a specialty sports medicine clinic = 28 days of injury. Patients were followed as part of clinical care for concussion for up to 13 weeks. At each visit, participants completed questionnaires and a battery of clinical measures. From these data, we constructed 10 potential definitions of recovery: 3 based on self-reported symptoms (change from pre-injury, no symptoms, below pre-determined thresholds), 2 based on visio-vestibular examination (VVE) deficits (none, = 1), 2 based on physician clearance (for return to school/sport), and 3 based on self-assessment (“back to normal”, return to school/exercise).ResultsOne hundred seventy-four concussed youth were enrolled (median age: 15 years, 54.6% female) with a median time from injury to initial visit of 12 days (IQR: 7, 20). Median number of visits was 2 (range: 1, 5). We observed a wide variation in the proportion of participants recovered across the 10 definitions. Depending on definition, between 4% and 45% were considered recovered within 4 weeks, and between 10% and 80% were considered recovered at the end of follow-up. The VVE-based definition (=1 deficit) consistently had the highest proportion recovered at all time points, while self-reported return to exercise had the lowest proportion.ConclusionsRecovery from concussion is not a single unitary point in time. These results will provide valuable guidance to clinicians in managing concussion and researchers in designing future observational and interventional trials of pediatric concussion.

scholarly journals Concussion Management, Education, and Return-to-Play Policies in High Schools

2013 ◽  
Vol 5 (3) ◽  
pp. 258-262 ◽  
Author(s):  
Amanda Esquivel ◽  
Sadiq Haque ◽  
Patrick Keating ◽  
Stephanie Marsh ◽  
Stephen Lemos
Keyword(s):  
High Schools ◽  
Management Education ◽  
Return To Play ◽  
Concussion Management

scholarly journals Impact of Various Collegiate Settings on Athletic Trainers’ Definition of Professional Commitment

2014 ◽  
Author(s):  
Stephine Mazerolle ◽  
Christianne Eason
Keyword(s):  
Athletic Training ◽  
Student Athletes ◽  
Quality Care ◽  
Division I ◽  
Professional Commitment ◽  
Full Time ◽  
Division Iii ◽  
Division Ii ◽  
Definition Of ◽  
The Impact

Purpose: Professional commitment is an individualized concept that combines commitment to a profession and the organization of employment. Currently there is no distinct definition of professional commitment within the context of athletic training. Therefore, the purpose of our study was to evaluate the impact of collegiate divisional setting on the definition of professional commitment. Methods: Online asynchronous interviews. Inclusion criteria consisted of full-time employment in the collegiate setting with at least 1 year of experience beyond a graduate assistantship. Thirty-three BOC certified ATs employed in the collegiate setting (Division I =11, Division II = 9, Division III = 13) volunteered with an average of 10 ± 8 years of clinical experience. Data saturation guided the total number of participants. Participants journaled their thoughts and experiences via QuestionPro™. Multiple analyst triangulation and peer review were included and data was analyzed utilizing general inductive analysis. Results: The importance of current practices emerged across all three settings. ATs in the Division I setting viewed commitment as advocating for their student athletes, providing the best care possible, and mentoring them as young adults. In the Division II setting, ATs were focused on life-long learning as a reflection of commitment. This was often accomplished by attending seminars, completing CEUs, and continually adding to their skill set in order to provide the best care for their student athletes. Division III focused their definition on being a multifaceted health care provider. Exceeding expectations and being a dedicated professional was an aspect of professional commitment. Conclusions: It is important to understand what keeps ATs motivated in the profession in order to enhance retention strategies. Overall, ATs’ professional commitment is derived from providing quality care to student-athletes, continuously advancing education within the profession, and being a multifaceted healthcare provider.

Bullying, Cyberbullying, and Interventions in Schools

2020 ◽  
pp. 265-282
Author(s):  
Elena Bianchini
Keyword(s):  
Best Practices ◽  
Intervention Programs ◽  
Public Concern ◽  
School Based Intervention ◽  
School Settings ◽  
School Based ◽  
The World ◽  
Definition Of

Issues of bullying and cyberbullying among schoolchildren are nowadays a matter of international concern, with school bullies, cyberbullies, and victims having become a topic of public concern and research in various countries around the world. This chapter, besides a definition of bullying and cyberbullying, explains the characteristics, types, causes, and consequences of these acts based on findings from various studies. In addition, the chapter presents some school-based intervention programs, implemented in different school settings, with the aim of effectively reducing levels of bullying and cyberbullying in schools. Finally, the chapter aims to provide guidelines and propose best practices in order to fight acts of violence and aggression.

scholarly journals Medical Supervision of High School Athletics in Chicago: A Follow-up Study

2019 ◽  
Vol 7 (8) ◽  
pp. 232596711986250
Author(s):  
Nathaniel S. Jones ◽  
Kyle Wieschhaus ◽  
Brendan Martin ◽  
Pietro M. Tonino
Keyword(s):  
High School ◽  
High Schools ◽  
The United States ◽  
Return To Play ◽  
Athletic Trainer ◽  
Public High Schools ◽  
High School Sports ◽  
Medical Supervision ◽  
Concussion Management ◽  
School Sports

Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.

Equal Employment Opportunity Issues in Training

1978 ◽  
Vol 20 (2) ◽  
pp. 179-188 ◽  
Author(s):  
C. J. Bartlett
Keyword(s):  
Personnel Selection ◽  
Federal Court ◽  
Equal Employment Opportunity ◽  
Employment Opportunity ◽  
Employment Decisions ◽  
Equal Employment ◽  
Training Professionals ◽  
Definition Of ◽  
Training Need ◽  
Federal Guidelines

Equal employment opportunity and federal regulation of personnel selection have had a major impact on research and application in that field. Federal guidelines have broadened the definition of selection to include all employment decisions. Federal court decisions have begun to include applications to training. Thus, fair employment issues in training need to be considered in requiring training as a prerequisite to employment, in selection for training, in the training process itself, in decisions about retention and advancement in training programs, in job placement following training, and in decisions about promotion, advancement, or extra compensation as an outcome of training. It is urged that professional standards be developed by training professionals rather than wait for federal agenices to develop standards which may not be compatible with the best professional goals.

Impact of a varied understanding of school bullying

2018 ◽  
Vol 10 (1) ◽  
pp. 36-45
Author(s):  
Tara Chandler
Keyword(s):  
Negative Impact ◽  
School Bullying ◽  
Structured Interviews ◽  
Content Type ◽  
Social And Emotional ◽  
School Settings ◽  
Knowledge Deficit ◽  
Recommendations For Practice ◽  
Definition Of ◽  
Victims Of Bullying

Purpose Traditional school bullying is complex and overlapping, hence research suggests there is a varied definition of the term (Canty et al., 2016). The purpose of this paper is to investigate the potential effects of the term bullying on adolescent experiences of bullying. Additionally, the study examined bully, victim, bully-victim, and bystander identity as a moderating factor of experience of the term. Design/methodology/approach Research appears to seldom offer adolescents the opportunity to discuss bullying using qualitative methods within naturalistic environments. Therefore, the current study adopted a phenomenological framework for adolescents to share their experiences. Data comprised recordings of semi-structured interviews and focus groups with adolescents (n=20) in high-school settings. Findings The current study supported the notion that adolescents perceive a varied use of the term bullying in schools. The sample experience a varied understanding of bullying in which they explain: increases exposure to bullying; impacts social perception of bullying; reduces trust in anti-bullying intervention; reduces coping self-efficacy amongst victims of bullying; and impacts negatively on friendships. Originality/value Findings suggest a knowledge deficit in transferring information about school bullying from experts to non-experts. The sample indicated that a varied use of the term bullying has negative impact on their social and emotional functioning particularly; in managing distress and maintaining relationships. Additionally, inconsistent understanding of the term was said to increase the frequency of bullying, perception of bullying, and trust in intervention amongst the sample. Limitations of the research, recommendations for practice and intervention are briefly discussed.

Imaging of Acute Hamstring Muscle Strain Injuries

2017 ◽  
Vol 21 (04) ◽  
pp. 415-432 ◽  
Author(s):  
Simon Dimmick ◽  
James Linklater
Keyword(s):  
Tendon Injury ◽  
Return To Play ◽  
Myotendinous Junction ◽  
Imaging Findings ◽  
Hamstring Muscle ◽  
Muscle Strain ◽  
Muscle Fascicle ◽  
Grading Systems ◽  
Muscle Edema ◽  
Definition Of

AbstractAcute athletic hamstring muscle strain injuries are common and a cause of significant time off sport. An understanding of the anatomy of the hamstring muscle-tendon units is a prerequisite for interpreting the spectrum of structural abnormalities on imaging. The site of injury may range from proximal tendon, proximal myotendinous junction, with or without tendon injury, muscle, myofascial junction, distal myotendinous junction to distal tendon. Imaging findings in muscle injury range from intrafascicular and interfascicular muscle edema, blurring of fascicular margins, distortion of pennation angle, localized muscle fascicle discontinuity through to more extensive multi-fascicular discontinuity. Imaging findings in tendon injury include tendon edema, redundancy, zipper-like morphology, and partial-complete tendon discontinuity. Imaging findings in fascial injury include poor definition of fascial margins with perifascial edema through to a fascial defect. Published grading systems are presented, and their so far limited utility in predicting return to play is reviewed.

Sign in / Sign up

Export Citation Format

Share Document