Date of Award

1-1-2015

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology

First Advisor

Gloria Miller, Ph.D.

Second Advisor

Karin Dittrick-Nathan

Third Advisor

Kathy Green

Fourth Advisor

Frédérique Chevillot

Keywords

Consultation team, Pediatric TBI, School based brain injury team, School psychology, TBI, Traumatic brain injury

Abstract

Brain injury is the leading cause of disability and death in children in the United States. Student re-entry into the school setting following a traumatic brain injury is crucial to student success. Multidisciplinary teams within the school district comprised of individuals with expertise in brain injury are ideal in implementing student specific treatment plans given their specialized training and wide range of expertise addressing student needs. Therefore, the purpose of this study is to develop and initially validate a quantitative instrument that school personnel can use to determine if a student, identified as having a traumatic brain injury, will benefit from district-level consultation from a brain injury team.

Three studies were designed to investigate the research questions. In study one, the planning and construction of the DORI-TBI was completed. Study two addressed the content validity of the DORI-TBI through a comparison analysis with other referral forms, content review with experts in the field of TBI, and cognitive interviews with professionals to test the usability of the new screening tool. In study three, a field administration was conducted using vignettes to measure construct validity. Results produced a valid and reliable new screening instrument that can aid school-based teams to more efficiently utilize district level consultation with a brain injury support team.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

DoriAnn Marie Adragna

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

142 p.

Discipline

Psychology, Educational Psychology

Download



Share

COinS