Open AccessConcussion symptoms and temporary accommodations using a student-centered return to learn care plan
Author(s) -
Erik B. Philipson,
Emma Gause,
Kelsey M. Conrick,
Scott Erickson,
Amy Muma,
Zhinan Liu,
Rajiv C Ayyagari,
Monica S. Vavilala
Publication year - 2021
Publication title -
neurorehabilitation
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.611
H-Index - 65
eISSN - 1878-6448
pISSN - 1053-8135
DOI - 10.3233/nre-210182
Subject(s) - concussion , plan (archaeology) , psychology , medicine , physical therapy , injury prevention , poison control , medical emergency , history , archaeology
BACKGROUND: Many students return to school after concussion with symptoms but without formal support. OBJECTIVE: To examine concussion symptoms and temporary academic accommodations during school use of a four-week student-centered return to learn (RTL) care plan. METHODS: Five public high schools used the RTL care plan and contributed student-level data after student report of concussion. Data on concussion symptoms, temporary academic accommodations corresponding to reported symptoms, and accommodations provided during RTL care plan use were examined. RESULTS: Of 115 students, 55%used the RTL care plan for three (34%) or four (21%) weeks. Compared to students whose symptoms resolve within the first two weeks, students who used the RTL care plan for three or four weeks reported more unique symptoms (P = 0.038), higher total severity score (P = 0.005), and higher average severity per symptom (P = 0.007) at week one. Overall, 1,127 weekly accommodations were provided. While least reported, emotional symptoms received corresponding accommodations most often (127/155 reports: 82%of occurrences). CONCLUSIONS: Use of an RTL care plan can facilitate the RTL of students with a concussion and may aid in the identification of students who are in need of longer-term support.