Evaluating change in educators' brain injury knowledge and self-efficacy following completion of TeachABI.

IF 2.6 4区心理学 Q2 CLINICAL NEUROLOGY

Journal of the International Neuropsychological Society Pub Date : 2025-08-20 DOI:10.1017/S1355617725101161

Sara A Marshall, Kylie D Mallory, Danielle DuPlessis, Christine C Muscat, Andrea Hickling, Shannon E Scratch

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引用次数: 0

Abstract

Objective: Acquired Brain Injury (ABI) is a leading cause of childhood disability, yet educators report a gap in knowledge about supporting students with ABI when they return to school. We tested our TeachABI professional development module to examine how it impacted educators' ABI knowledge and self-efficacy for supporting students with ABI.

Method: Fifty educators filled out questionnaires about their knowledge and self-efficacy at three time points: pre-module, post-module, and 60 days post-module. Score differences were examined across time.

Results: Participants' ABI knowledge, subjective knowledge of the module learning objectives, and self-efficacy increased from pre- to post-module, and these gains were maintained at 60 days.

Conclusions: This suggests that TeachABI is a tool for better equipping educators to support students with ABI.

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评估教师完成TeachABI后脑损伤知识和自我效能的变化。

目的：获得性脑损伤（ABI）是儿童残疾的主要原因，然而教育工作者报告说，在支持ABI学生重返学校时，他们的知识存在差距。我们测试了我们的TeachABI专业发展模块，以研究它如何影响教育者的ABI知识和自我效能，以支持ABI学生。方法：50名教育工作者分别在模块前、模块后和模块后60天三个时间点填写知识和自我效能感问卷。测试了不同时间的得分差异。结果：参与者的ABI知识、对模块学习目标的主观认知和自我效能感从模块学习前到模块学习后均有所提高，并在60天内保持。结论：这表明TeachABI是一个工具，可以更好地装备教育工作者来支持患有ABI的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of the International Neuropsychological Society 医学-精神病学

CiteScore

5.40

自引率

3.80%

发文量

185

审稿时长

4-8 weeks

期刊介绍： The Journal of the International Neuropsychological Society is the official journal of the International Neuropsychological Society, an organization of over 4,500 international members from a variety of disciplines. The Journal of the International Neuropsychological Society welcomes original, creative, high quality research papers covering all areas of neuropsychology. The focus of articles may be primarily experimental, applied, or clinical. Contributions will broadly reflect the interest of all areas of neuropsychology, including but not limited to: development of cognitive processes, brain-behavior relationships, adult and pediatric neuropsychology, neurobehavioral syndromes (such as aphasia or apraxia), and the interfaces of neuropsychology with related areas such as behavioral neurology, neuropsychiatry, genetics, and cognitive neuroscience. Papers that utilize behavioral, neuroimaging, and electrophysiological measures are appropriate. To assure maximum flexibility and to promote diverse mechanisms of scholarly communication, the following formats are available in addition to a Regular Research Article: Brief Communication is a shorter research article; Rapid Communication is intended for "fast breaking" new work that does not yet justify a full length article and is placed on a fast review track; Case Report is a theoretically important and unique case study; Critical Review and Short Review are thoughtful considerations of topics of importance to neuropsychology and include meta-analyses; Dialogue provides a forum for publishing two distinct positions on controversial issues in a point-counterpoint format; Special Issue and Special Section consist of several articles linked thematically; Letter to the Editor responds to recent articles published in the Journal of the International Neuropsychological Society; and Book Review, which is considered but is no longer solicited.