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

This study utilized a mixed-methods design to evaluate the effectiveness of online concussion training programs at increasing school professionals' concussion awareness, knowledge and confidence in concussion identification and response and their ability to apply skills in relation to concussion recognition and response. Participants (n = 30) in the Teacher Training and (n=11) in the Team Training completed the training online and had access to the training manual and resources online. Prior and gained knowledge were measured through pre- and post- tests. Results indicated that both the Teacher and Team online trainings yielded significant results in increasing confidence in concussion identification and response, as well as knowledge and awareness of concussion. The Teacher Training also indicated significant results in relation to increased skills application. Additionally, a content analysis of pre- to post- test responses on qualitative questions showed an increase in word count, depth in response, and use of training terminology in response to skills application questions on the Teacher Training, and participant role in concussion response teams on the Team Training. Limitations and implications for future use of online concussion training programs for teachers and other school staff are discussed.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Joni Baldwin Ed.D. (Committee Member) Subjects: Early Childhood Education; Education; Educational Evaluation; Educational Psychology; Health Education; Health Sciences; Public Health Education; Teacher Education

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

Master of Science, Miami University, 2017, Exercise and Health Studies

This study presents the results of a phenomenological qualitative analysis of former team sport athletes' experiences of physical and psychological effects of sport-related concussion. Concussions have become increasingly prevalent in sport and knowledge surrounding the injury has become more available. Most research on sport-related concussions has focused on return to play and the physiological aspects of the injury; however, concussed individuals may also suffer psychological symptoms. Former athletes are experiencing health issues due to the physical and psychological nature of this injury. This study sought to add to this literature by exploring what physical and psychological effects former high school/collegiate team sport athletes experienced because of a sport-related concussion and the meanings they make of (how they experienced) these physical and psychological effects of a sport-related concussion.

Committee: Valeria Freysinger (Advisor); Robert Weinberg (Committee Member); Eric Brooks (Committee Member) Subjects: Health Sciences; Kinesiology; Psychology; Social Psychology; Sports Medicine

Specialist in Education (Ed.S.), University of Dayton, 2015, School Psychology

There is an identified need for more training and education in the area of traumatic brain injury (TBI) assessment; as such, it is necessary to examine how it is currently being addressed in school psychology graduate preparation programs. The present research study addressed the gap in current research regarding how TBI assessment is taught in school psychology graduate programs by gaining in-depth, qualitative information from current practitioners. Nine participants were interviewed to gain insight into their experience with TBI training in their graduate programs. The results provide insight into the current training models of graduate programs and feedback from early career professionals. Suggestions are made for school psychology graduate programs and for possible future research.

Committee: Susan Davies Ed.D (Committee Chair); Elana Bernstein Ph.D (Committee Member); Bobbie Fiori Ed.S (Committee Member) Subjects: Education; Educational Evaluation; Educational Psychology; Higher Education; Psychological Tests; Psychology

Specialist in Education (Ed.S.), University of Dayton, 2013, School Psychology

This study examined the efficacy of school-based training paired with ongoing consultation and continued dissemination of information to improve educator's knowledge and response related to concussions, through a quasi-experimental design. The experimental group (N = 14) received ongoing consultation and continued dissemination of concussion resources via email for four months following the training; the control group (N = 6) received the training but no further consultation or dissemination of information. It was hypothesized that the experimental group would be more likely to retain the knowledge and improve services with students who sustained concussions. This was measured through a Pre-Training Questionnaire, Post-Training Questionnaire, and four month Follow-Up Questionnaire. While there was no statistically significant difference between the two groups; there was a main effect for training with both groups demonstrating an increase in concussion knowledge, recognition, and response across three time periods. Furthermore, 15 students were provided accommodations after sustaining a concussion by participants in the experimental group, whereas one student was provided accommodations after sustaining a concussion in the control group. In addition, the school psychologist in the experimental group consulted on 17 concussion cases, whereas the school psychologist in the control group consulted on zero concussion cases.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Joni Baldwin Ed.D. (Committee Member) Subjects: Education; Educational Psychology; School Administration; School Counseling; Secondary Education