Return to School

2019 ◽  
pp. 159-168
Author(s):  
David L. Brody
Keyword(s):  
Extracurricular Activities ◽  
Cognitive Activity ◽  
Quantitative Measure ◽  
Return To Play ◽  
School Nursing ◽  
Return To School ◽  
Behavior Rating Inventory ◽  
Cognitive Rest ◽  
New Material ◽  
Familiar Material

Consider a graded stepwise approach to return to school, analogous to the strategy for return to play. This requires coordination with teachers, administrators, school nursing/medical providers, parents, and often classmates. The steps include mental rest, light cognitive activity (e.g., reading familiar material), moderate cognitive activity (e.g., new material in the student’s strongest subject), back to school with accommodations and extra rest, back to school without accommodations, catch up on missed work, then resume extracurricular activities. For complex concussions, reduce barriers to optimal cognitive performance, such as sleep disorders, headache, depression, and anxiety. There is no point in trying to return to school when any of these are substantially impairing. Reduced cognitive activity is associated with faster resolution of concussion-related symptoms, but complete cognitive rest is not necessary. Patients do not have to be completely symptom-free to return to school and to light exercise. Consider using a quantitative measure such as the Behavior Rating Inventory of Executive Function (BRIEF).

Return to School

2014 ◽  
pp. 111-116
Author(s):  
David L Brody
Keyword(s):  
Extracurricular Activities ◽  
Cognitive Activity ◽  
Return To Play ◽  
School Nursing ◽  
Return To School ◽  
Depression And Anxiety ◽  
Medical Providers ◽  
New Material ◽  
Catch Up ◽  
Familiar Material

Consider a graded, stepwise approach to return to school, analogous to the strategy for return to play. This requires coordination with teachers, administrators, school nursing/medical providers, parents, and often classmates. The steps include mental rest, light cognitive activity (e.g., reading familiar material), moderate cognitive activity (e.g., new material in the student’s strongest subject), back to school with accommodations and extra rest, back to school without accommodations, catch up on missed work, then resume extracurricular activities. For complex concussions, reduce barriers to optimal cognitive performance such as sleep disorders, headache, depression, and anxiety. There is no point in trying to return to school when any of these are substantially impairing.

scholarly journals Examining Academic Support After Concussion for the Adolescent Student-Athlete: Perspectives of the Athletic Trainer

2016 ◽  
Vol 51 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Tricia Kasamatsu ◽  
Michelle Cleary ◽  
Jason Bennett ◽  
Keith Howard ◽  
Tamara Valovich McLeod
Keyword(s):  
Public Schools ◽  
Student Athletes ◽  
Academic Support ◽  
Athletic Trainers ◽  
Cognitive Activity ◽  
Full Time ◽  
Due Dates ◽  
School Professionals ◽  
Cognitive Rest ◽  
Return To Learn

 Student-athletes may require cognitive rest and academic support after concussion. Athletic trainers (ATs) in secondary schools are uniquely positioned to provide medical care and to collaborate with school professionals while managing concussions. However, little is known regarding return-to-learn policies and their implementation in secondary schools.Context:  To examine ATs' perspectives on return to learn, cognitive rest, and communication with school professionals after concussion.Objective:  Cross-sectional study.Design:  Web-based survey.Setting:  A total of 1124 secondary school ATs completed the survey (28.5% response rate). The majority of participants were employed full time (752/1114 [67.5%]) in public schools (911/1117 [81.6%]).Patients or Other Participants:  School and AT employment characteristics, demographics, number of concussions evaluated annually, and perceptions of school professionals' familiarity with ATs' responsibilities were independent variables.Main Outcome Measure(s):  Of the ATs, 44% reported having an existing return-to-learn policy. The strongest predictor of a return-to-learn policy was frequent communication with teachers after concussion (odds ratio = 1.5; 95% confidence interval = 1.2, 1.7). Most ATs recommended complete cognitive rest (eg, no reading, television; 492/1087 [45.3%]) or limited cognitive activity based upon symptoms (391/1087 [36.0%]). Common academic accommodations were postponed due dates (789/954 [82.7%]), rest breaks (765/954 [80.2%]), and partial attendance (740/954 [77.6%]). Athletic trainers self-reported as primary monitors of health (764/1037 [73.7%]) and academic progression (359/1011 [35.5%]). The strongest predictor of ATs' communication with school professionals was their perception of school professionals' understanding of ATs' roles.Results:  Overall, ATs followed best practices for cognitive rest and return to learn after concussion. Although ATs are central to the management of student-athletes' physical health after concussion, school professionals may be better suited to monitor academic progress. Increased communication between the AT and school professionals is recommended to monitor recovery and facilitate academic support for symptomatic student-athletes.Conclusions:

scholarly journals Adolescents With ADHD Do Not Take Longer to Recover From Concussion

2021 ◽  
Vol 8 ◽  
Author(s):  
Nathan E. Cook ◽  
Grant L. Iverson ◽  
Bruce Maxwell ◽  
Ross Zafonte ◽  
Paul D. Berkner
Keyword(s):  
Recovery Time ◽  
Return To Play ◽  
Return To School ◽  
Prior History ◽  
Return To Sports ◽  
Full Time ◽  
Recovery Times ◽  
Concussion History ◽  
Concussion Recovery ◽  
Medication Status

The objective of this study was to determine whether adolescents with attention-deficit/hyperactivity disorder (ADHD) have prolonged return to school and sports following concussion compared to those without ADHD and whether medication status or concussion history is associated with recovery time. We hypothesized that having ADHD would not be associated with longer recovery time. This prospective observational cohort study, conducted between 2014 and 2019, examined concussion recovery among school sponsored athletics throughout Maine, USA. The sample included 623 adolescents, aged 14–19 years (mean = 16.3, standard deviation = 1.3 years), 43.8% girls, and 90 (14.4%) reported having ADHD. Concussions were identified by certified athletic trainers. We computed days to return to school (full time without accommodations) and days to return to sports (completed return to play protocol) following concussion. Adolescents with ADHD [median days = 7, interquartile range (IQR) = 3–13, range = 0–45] did not take longer than those without ADHD (median days = 7, IQR = 3–13, range = 0–231) to return to school (U = 22,642.0, p = 0.81, r = 0.01; log rank: χ12 = 0.059, p = 0.81). Adolescents with ADHD (median days = 14, IQR = 10–20, range = 2–80) did not take longer than those without ADHD (median days = 15, IQR = 10–21, range = 1–210) to return to sports (U = 20,295.0, p = 0.38, r = 0.04; log rank: χ12 = 0.511, p = 0.48). Medication status and concussion history were not associated with longer recovery times. Adolescents with ADHD did not take longer to functionally recover following concussion. Recovery times did not differ based on whether adolescents with ADHD reported taking medication to treat their ADHD or whether they reported a prior history of concussion.

scholarly journals Game as a Way to Enhance Students’ Cognitive Activity

2018 ◽  
Vol 27 (10) ◽  
pp. 161-167
Author(s):  
E. F. Gladkaya
Keyword(s):  
Group Work ◽  
Cognitive Activity ◽  
Teaching Experience ◽  
Educational Process ◽  
Russian Language ◽  
Mutual Understanding ◽  
Game Situation ◽  
New Material ◽  
The Rich ◽  
Game Forms

The article deals with the description and analysis of the teaching experience of enhanc-ing students’ cognitive activity through intellectual games-competitions (games in pairs, teamwork) in the framework of Humanities “Russian language and speech culture” and “Rhetoric” at technical University. Special attention is paid to the description of the technology of games, pedagogical nuances that must be considered by a teacher to achieve maximum results of educational and gaming activities. On the basis of the described experience, conclusions are drawn about the rich possibilities of using games-competitions in the educational process of higher school. Properly organized game allows to create a favorable for learning emotional background and establish psychological contact between all participants of communication. In the game situation, the emotional and intellectual forces of students are mobilized. The group work develops communication and teamwork skills and the ability to achieve mutual understanding, to get the value of each member of the group. An important advantage of the game forms is that they can be used at all stages of training: from the introduction of new material to the control of acquired knowledge and skills. The emotions experienced during the game by students, increase responsibility for the result, contribute to better learning of educational material, which is confirmed by the control tests.

scholarly journals Concussion Assessment and Return to Sport for a High School, Legally Blind, Female Swimmer

2019 ◽  
Vol 34 (5) ◽  
pp. 776-776
Author(s):  
A Custer ◽  
J Tatman ◽  
J Lee
Keyword(s):  
Visually Impaired ◽  
Glaucoma Patient ◽  
Cognitive Activity ◽  
Balance Training ◽  
Return To Sport ◽  
Interdisciplinary Approach ◽  
Return To Play ◽  
Symptom Scale ◽  
Dry Land ◽  
Sport Concussion

Abstract Purpose Limited research exists on treatment of sport concussion in visually impaired individuals. Adaptation to athlete’s needs is vital for individualized sport specific return to play (RTP). Methods Fifteen year-old, visually impaired, female, swimmer presented to an interdisciplinary Sport Concussion Program for protracted recovery with complaints of disequilibrium, headaches, cognitive fatigue, and exacerbation of premorbid resting nystagmus after being kicked in the head during practice. Patient is legally blind due to Peter’s Anomaly and right retinal detachment, with history of migraine, carsickness, and glaucoma. Patient completed two visits with clinical sports neuropsychologist and three vestibular therapy (VT) appointments, assessed via Post-Concussion Symptom Scale (PCSS), Montreal Cognitive Assessment (MoCA-BLIND), Modified Balance Error Scoring System (mBESS), Dizziness Handicap Inventory (DHI), Activities-Specific Balance Confidence scale (ABC), Buffalo Concussion Treadmill Test (BCTT), and Children's Memory Scales (CMS). Differential Diagnosis: Concussion, Post-Concussion Syndrome, Post-Traumatic Headache, Vestibular Dysfunction. Results Initial consult revealed PCSS of 35 and normal MoCA-BLIND (18/22). Patient’s mBESS improved from 7 to 3 errors with VT, DHI mildly elevated (36%), ABC moderately elevated (43%). VT consisted of: neuromuscular re-education, balance training, positional changes, cognitive activity, sport specific RTP progressions (dry land modifications, transitions into water, communication to team athletic trainer). BCTT passed on third VT visit. Patient cleared for RTP with PCSS at 7 and (CMS) Stories, Word Lists, Numbers, and Sequences subtests within expectations (average to high average ranges). Conclusion This case study illustrates an interdisciplinary approach to concussion treatment with modification of established tools and proposal of sport specific RTP guidelines for visually impaired athletes.

STEM TRAINING THROUGH A VISUAL ENVIRONMENT FOR TYNKER PROGRAMMING IN EXTRACURRICULAR FORM OF TRAINING /FIRST HIGH SCHOOL STAGE/

2021 ◽  
Vol 12 (2) ◽  
pp. 500-508
Author(s):  
Petya Zheleva ◽  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Problem Solving ◽  
Extracurricular Activities ◽  
Learning Process ◽  
Self Regulation ◽  
Cognitive Activity ◽  
Visual Environment ◽  
Psychological Profile ◽  
Practical Application

Extracurricular activities create opportunities for upgrading the knowledge, skills and competencies, for the practical application of what has been learned, as well as for building and improving the young person’s personality and psychological profile. They „promote learning and cognitive activity, improve the characteristics associated with the dimension of emotional intelligence, develop thinking and stimulate self-regulation of personality. An opportunity to achieve integrated knowledge is created, with an emphasis on problem solving (s). The learning process is optimized, the development of the professional, personal competence and emotional intelligence of the student is catalyzed.

Cognitive activity specifics in the context of educational discourse

2021 ◽  
pp. 73-79
Author(s):  
Alyona A. Rubas ◽  
Atirkul Ye. Agmanova
Keyword(s):  
Cognitive Activity ◽  
Educational Material ◽  
Educational Institutions ◽  
Language Training ◽  
Educational Discourse ◽  
Individual Perception ◽  
New Knowledge ◽  
New Material ◽  
Text Information ◽  
Different Levels

We consider the issue of modeling the cognitive activity of an individual in the context of educational discourse. In the context of educational discourse, the presentation of new material is carried out through educational texts, the acquired knowledge is checked and consolidated, which becomes particularly relevant in the context of new requirements for language training in educational institutions of different levels. The relevance of the study is due to the need to study different aspects of the functioning of the educational discourse in the context of the tasks of the updated content of Kazakhstan's secondary education. The educational text as a product of the author's written speech activity is the main form of knowledge transfer to schoolchildren. The most important characteristic of the educational text is expressed in the presence of educational, cultural, educational, and developmental components in it. The main purpose of the educational text is to store information, and in the process of its transmission – to influence the consciousness of students, motivating them to work with the educational material, the development of their creative qualities. An important fact is that the volume and nature of pre-text information vary among people, and therefore the study of individual perception of educational discourse in the process of mastering new knowledge should be based on modeling the cognitive activity of the student, taking into account their apperceptive base. In this paper, the specifics of the cognitive activity of students in the context of educational discourse are considered on the example of real educational texts.

An Evaluation of Post-Concussion Return to School Guidelines: A Survey of Massachusetts School Nurses

2021 ◽  
pp. 105984052110322
Author(s):  
Jonathan Howland ◽  
Julia Campbell ◽  
Rebekah Thomas ◽  
Steven Smyth ◽  
Aynsley Chaneco ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Medical Center ◽  
School Personnel ◽  
School Nurses ◽  
Return To Play ◽  
Return To School ◽  
Care Providers ◽  
Sports Concussion ◽  
Return To Learn ◽  
Prevention Center

Although all states have legislation pertaining to youth sports concussion, most of these laws focus on return-to-play procedures; only a few address return-to-learn (RTL) accommodations for students who have experienced a concussion. To address this gap in the legislation, some states and nongovernmental organizations have developed RTL guidelines to advise school personnel, parents, and health care providers on best practices for accommodating students' postconcussion reintegration into academic activity. In 2018, the Massachusetts Department of Public Health (MDPH) developed RTL guidelines which were disseminated to school nurses (SNs) at all public and nonpublic middle and high schools in the state. In 2020, the MDPH engaged the Injury Prevention Center at Boston Medical Center to survey Massachusetts SNs to assess the usefulness of the guidelines. The response rate was 63%; 92% found the booklet extremely useful or moderately useful; and 70% endorsed that the booklet fostered collaboration among stakeholders.

scholarly journals Organization of extracurricular work in mathematics

2020 ◽  
Vol 9 ◽  
Author(s):  
Ardak Yessirkepova ◽  
Akerke Yessenbolkyzy
Keyword(s):  
Extracurricular Activities ◽  
Cognitive Activity ◽  
The State ◽  
Educational Activity ◽  
Optimal Development ◽  
Modern Education ◽  
Educational Standard ◽  
Different Types ◽  
State Educational

The article explains the technology for organizing extracurricular activities with students in mathematics and the methodology for their implementation, the general characteristics and benefits of different types of extracurricular activities in developing skills in students.    The purpose of modern education, in accordance with the state educational standard, is to educate a competent graduate, i.e. in creating the conditions for the optimal development of abilities for further self-education and improvement. Achieving this goal is possible when mastering special techniques of educational activity, the basis of which is cognitive activity. In this regard, we need such an organization of training in which children are actively involved in work. Much depends on the teacher: how he organizes the work, and what forms, including non-class work, he offers to children.

Return to Contact Sports

2014 ◽  
pp. 117-120
Author(s):  
David L Brody
Keyword(s):  
Exercise Test ◽  
Physical Therapist ◽  
Return To Play ◽  
Return To School ◽  
Moderate Exercise ◽  
Contact Sports ◽  
Moderate Exercise Test ◽  
Specific Management

Published guidelines on return to play apply to simple concussions: (1) No return to play in the same 24-hour period as the concussion. (2) Graded, stepwise increases in activity guided by symptoms over 6–10 days. (3) No difference in return to play for elite versus nonelite athletes. (4) Brief convulsions or posturing at the time of concussion does not indicate higher than normal risk of seizures and requires no specific management. For more complex concussions, discourage the patient from returning to contact sports until all of the following are true: The symptoms are all in the mild range or resolved, the collateral source verifies that the patient’s behavior is back to normal, the patient has been able to successfully return to school or work, balance is back to normal, and the patient passes a physical therapist-directed moderate exercise test.

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