Parent Perceptions of School-Based Support for Students with Traumatic Brain Injuries

Primary objective: To determine whether parents believe schools provided necessary support to their children who sustained traumatic brain injuries. Research design: Interview, to determine parent perceptions Methods and procedure: Sixty-six primary caregivers of school-age children who experienced a TBI within the previous 2 years were interviewed regarding what types of special support were needed by and provided for their children during the 3 months immediately following school reentry. They then rated how difficult it was to obtain support or services from the school and how satisfied they were with the support or services. Main outcomes and results: The majority of participants did not perceive the need for school-based services, even when the injury was severe. Almost all students whose parents perceived a need for an adjusted schedule were granted that accommodation, but few students received school-based counseling or behavioural support. Conclusions: Results indicated that participants perceived relatively few school-based, particularly given the actual academic, behavioural, and social challenges experienced by children who have sustained a TBI. Schools and hospitals must take steps to ensure appropriate post-head injury support services

From catchment to national scale rainfall-runoff modelling: demonstration of a hydrological modelling framework

The increasing availability of digital databases (e.g. of climatology, topography, soils and land use) has enabled research into the generalisation of hydrological model parameter values from physical properties and the development of grid-based models. A hydrological modelling framework (HMF) is being developed to exploit this generalisation and provide a flexible gridded infrastructure, operational over regional, national or larger scales at a range of spatial and temporal resolutions. The capability of the framework is demonstrated through adaptation of an existing semi-distributed catchment-based rainfall-runoff model, CLASSIC, for which a generalised methodology exists to determine parameter values. The main change required was to ensure consistency of parameter values between the runoff procedure in CLASSIC and flow routing in the HMF. Assessment is by comparison of modelled and observed flow at grid points in Britain corresponding to gauging stations, both for catchments previously modelled and for new locations, for a range of catchment areas and physical properties and for four spatial resolutions (10, 5, 2.5 and 1 km). Good model performance is achieved for 90% of catchments tested, with a 5 km resolution proving adequate for catchments larger than 500 km2. Applications are outlined for which the framework could be used to test alternative modelling approaches or undertake consistent studies across the range of resolutions

Brain Injury Is Treatable

Children with traumatic brain injury (TBI) are under-identified and under-served by healthcare and educational professionals. Factors such as lack of understanding regarding long-term needs following TBI, limited awareness and training in emerging evidence-based practices and inefficient care coordination (Haarbauer-Krupa et al., 2017) impede effective clinical management. Despite these considerable challenges, childhood brain injury is treatable. Families, schools, and healthcare systems are integral to that treatment. Where a child lives and learns can also greatly influence long-term outcomes. Children from home environments with supportive caregivers have more positive outcomes (Wade et al., 2016). Closer proximity to medical care and providers who streamline postacute care, rehabilitation, and community services also positively affect recovery (Buzza et al., 2011). Schools with educators who are trained to understand the unique needs of students with TBI are better situated to ensure that needed services and accommodations are received upon a child’s return to school (Davies, 2016)

Before and After the Clean Water Act: How Science, Law, and Public Aspirations Drove Seven Decades of Progress in Maine Water Quality

In the 1950s, Maine established a water quality classification system creating the conceptual scaffolding of a tiered system of management. Passage of the federal Clean Water Act in 1972 drove dramatic advances in science, technology, and policy leading to systematic improvement for the next five decades. Today’s tiered classification system provides a range of management goals from natural to various allowable uses. The state assigns uses and standards for each classification, incorporating physical, chemical, and biological indicators. This system has brought steady improvement in water quality, ecological condition, and overall value for human use. Visible evidence of improvement and adoption of these management alternatives have inspired a re-imagining of how Maine’s waters can benefit clean water-based businesses, recreation, and amenity development

TB208: Biological Water Quality Standards to Achieve Biological Condition Goals in Maine Rivers and Streams: Science and Policy

This publication describes the philosophy, history, methodology, and management applications of numeric biological criteria in water quality standards in Maine. The presentation describes the decision-making process used by the Maine Department of Environmental Protection (MDEP) for assessing attainment of aquatic life uses in water quality standards using benthic macroinvertebrates in Maine streams and rivers including eight case studies of management applications and the improved environmental outcomes that have resulted. The MDEP, University of Maine, and business and nonprofit stakeholders participated in the development and testing of Maine’s numeric biological criteria. This publication further discusses the broader relevance of numeric biological criteria in water quality management at both the state and federal levels and considers parallels and differences between Maine’s biological criteria and other biological assessment methods in the United States and the European Union.https://digitalcommons.library.umaine.edu/aes_techbulletin/1205/thumbnail.jp

School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI

Racial and Ethnic Health Disparities among Fifth-Graders in Three Cities

http://dx.doi.org/10.1056/NEJMsa111435

Technology use by people with intellectual and developmental disabilities to support employment activities: A single-subject design meta analysis

This is the published version. Copyright 2006 IOS PressObjectives: Technology has the potential to improve employment and rehabilitation related outcomes for persons with disabilities. The purpose of this study was to examine the impact of technology use on employment-related outcomes for people with intellectual and developmental disabilities. Study design: A comprehensive search of the literature pertaining to technology use by people with intellectual disabilities was conducted, and a single-subject design meta analysis was conducted for a subset of those studies, which focused on employment and rehabilitation related outcomes. Results: The use of technology to promote outcomes in this area was shown to be generally effective, in particular when universal design features were addressed. Conclusions: Technology has the potential to enable people with intellectual and developmental disabilities to achieve more positive employment and rehabilitation outcomes. It is important to focus on universal design features important to persons with cognitive disabilities, and there is a need for more research in this area