School-Based Consultation to Improve Concussion Recognition and Response

Abstract

Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel. A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs.

Additional information

Notes on contributors

Susan C. Davies

Susan C. Davies, PhD, is an Associate Professor and Coordinator of the School Psychology Program at the University of Dayton. Her research and professional interests include increasing educator awareness of concussions and more severe traumatic brain injuries (TBI), evaluating the efficacy of TBI interventions, and improving service delivery for students who have sustained TBIs.

Jenna M. Sandlund

Jenna M. Sandlund is a School Psychologist at Bellbrook-Sugarcreek School District. She is interested in consultation and problem-solving with school-based teams regarding students' needs, as well as increasing awareness and effective response for students who have sustained concussion.

Lisa B. Lopez

Lisa B. Lopez is a graduate student in the School Psychology Program at the University of Dayton. Her current research examines outcomes of a concussion recognition and response training program for college student personnel.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.