In the Classroom: Supporting Students with TBI

Jody Slocumb, Ann Glang, & Melissa McCart

In the Classroom After Concussion: Best Practices for Student Success, is a comprehensive web-based educational and training resource for classroom teachers. The course includes interactive learning modules offering specific strategies and techniques for managing TBI-related cognitive, behavioral, and social problems in the school setting. Modules include Return to School, Study Strategies, Managing Behavior and others. The resource includes printable forms, resource links and practical tools for classroom use. 

The program was developed in partnership with the CBIRT Advisory Board, which includes educators from across the country, youth with TBI, family members, and state Department of Education partners. Results from a randomized controlled trial (RTC) showed gains in educator skills, knowledge, and behavioral intention to use the new strategies. 

Design: To examine the efficacy of In the Classroom, a RCT with a sample of 100 general educators was conducted. The educators were randomly assigned to the In the Classroom (treatment group) or the LEARNet (control group). Participants completed the pretest, accessed the In the Classroom or LEARNet site and the posttest and completed follow-up assessments 60 days after posttest. 

Measures: (1) Knowledge of effective strategies for working with students with TBI; (2) knowledge application; (3) self-efficacy in handling situations presented in text and video scenarios, and (4) a standardized self-efficacy measure. 

Results: On the posttest assessment, In the Classroom educators showed significantly greater gains in knowledge (P < .0001, d = 1.36 [large effect]), TBI knowledge application (P = .0261, d = 0.46), and general self-efficacy (P = .0106, d = 0.39) than the LEARNet controls. In the Classroom educators maintained significant gains in knowledge (P = .001, d = 0.82) and general self-efficacy (P = .018, d = 0.38) but not in TBI knowledge application (P = .921, d = 0.02). 

Conclusion: Given the prevalence of TBI, it is important to develop evidence-based, cost-effective approaches to knowledge transfer and exchange in TBI professional development. In the Classroom is one such approach. 

In the Classroom Project Publications
Glang A., McCart, M., Slocumb, J., Gau, J., Davies, S., Gomez, D. & Beck, L. (2019). Preliminary efficacy of online TBI professional development for educators: an exploratory randomized, clinical trial. Journal of Head Trauma and Rehabilitation, 34(2), 65-76. Abstract 

Funded by: U.S. Department of Health and Human Services - 
National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR)
Project Director: Ann Glang, PhD
Project Contact: aglang@uoregon.edu