Specialist in Education (Ed.S.), University of Dayton, 2021, School Psychology

Objective: To examine the efficacy of an online traumatic brain injury (TBI) professional development intervention for preservice educators, In the Classroom After Concussion: Best Practices for Student Success. Design: A random total sample of 55 preservice educators, with 34 in the test group, and 21 in the control group. Test participants completed the pretest, nine online training modules, and the posttest. The control group completed only the pretest and posttest. Results: On the posttest assessment, in comparing the difference in scores from pretest to posttest, test group participants showed significantly greater gains in knowledge (M = 4.65, SD = 6.08) than the control group (M = .19, SD = 5.34). Conclusion: Given the increasing prevalence of TBI in school-aged children, it is paramount to develop and provide cost effect, evidence-based, and easily accessible trainings for TBI professional development. The In the Classroom trainings can be one solution. Implications for effective training will be discussed.

Committee: Susan Davies Ed.D (Committee Chair); Elana Bernstein Ph.D (Committee Member); Joni Baldwin Ed.D (Committee Member) Subjects: Counseling Education; Mental Health; Special Education

Specialist in Education (Ed.S.), University of Dayton, 2017, School Psychology

Preschool-aged students are at an increased risk for injury, specifically traumatic brain injury (TBI). Various home factors contribute to risk of initial injury as well as severity of effects following injury. The present study examined the effectiveness of a training to increase low-income parents of preschoolers' awareness of TBI, confidence to respond to TBI, and knowledge of what to do after a possible TBI scenario. Forty parents participated in a one-hour scenario-based training. Data were collected via pre- and post-tests, including demographic questions. Results indicated that the training significantly increased parental awareness of TBI, confidence to respond to TBI, and knowledge of what to do in a possible TBI situation. No significant correlations were found between the demographic factors and knowledge prior to the training. Implications of the study support the use of educational training programs to increase awareness and confidence in parents of preschoolers surrounding the topic of TBI.

Committee: Susan Davies (Committee Chair) Subjects: Early Childhood Education; Education; Educational Psychology; Families and Family Life; Preschool Education

Specialist in Education (Ed.S.), University of Dayton, 2011, School Psychology

The incidence rates of traumatic brain injury (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students who have sustained a TBI. This study examines the efficacy of a half-day TBI training program for Ohio school psychologists designed to improve their knowledge and skills. Results indicated there was little increase in level of knowledge and skills from the pre-workshop to follow-up surveys. School Psychologists exhibited an increase over time in confidence related to their decision making abilities in working with students with TBI. Given the results of this study, a need for increased training for school psychologists is needed in the area of TBI.

Committee: Susan Davies Ed.D. (Committee Chair); Sawyer Hunley Ph.D. (Committee Member); Michelle Flaum Hall Ph.D. (Committee Member) Subjects:

Specialist in Education (Ed.S.), University of Dayton, 2011, School Psychology

This survey examines teacher knowledge of Traumatic Brain Injury (TBI). Previous research has indicated teachers lack adequate knowledge of TBI. Also, students with TBI often go without special education services as a result of under-identification of TBI as a disability category within schools. The present survey examines teachers' knowledge, skills, and training related to TBI. Participant responses reveal that teachers are only somewhat knowledgeable about TBI and the majority of respondents had not received training on TBI. Results reveal that teachers with TBI training are significantly more knowledgeable than those without training.

Committee: Susan Davies (Committee Chair); Sawyer Hunley (Committee Member); Michelle Flaum (Committee Member); Alan Demmitt (Other) Subjects: Education; Special Education; Teacher Education

Specialist in Education (Ed.S.), University of Dayton, 2011, School Psychology

Students who have sustained traumatic brain injuries (TBI) are often not identified appropriately in school systems. School psychologists serve an important role in identifying and providing appropriate school-based services for students with TBI. The purpose of this study was to evaluate school psychologists' readiness to provide assessment, intervention, and reintegration services for students with TBI by exploring their knowledge, skills, and training related to TBI. Data was collected through a knowledge survey and self-reported skills/qualifications. Results indicated that school psychologists with training in TBI had significantly more knowledge about TBI compared to school psychologists without training, but the school psychologists with training did not rate themselves as having significantly more skills. By finding out what school psychologists know regarding TBI, more effective training plans may be implemented.

Committee: Susan Davies EdD (Committee Chair); Joni Baldwin EdD (Committee Member); Sawyer Hunley PhD (Committee Member) Subjects: Behaviorial Sciences; Educational Psychology; Neurosciences; Psychology