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首页> 外文期刊>Child: care, health and development >The School Function Assessment: Identifying levels of participation and demonstrating progress for pupils with acquired brain injuries in a residential rehabilitation setting
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The School Function Assessment: Identifying levels of participation and demonstrating progress for pupils with acquired brain injuries in a residential rehabilitation setting

机译：学校功能评估：确定住宿康复环境中患有脑损伤的学生的参与程度并展示其进步

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Background: Delivering and monitoring residential rehabilitation services for pupils with acquired brain injuries (ABI) is challenging because of variability in aetiology, age and pre-morbid characteristics. Therapists and educators in this residential rehabilitation setting identified the need for a comprehensive tool which would capture the pupils' ability to participate in typical, everyday, school-based functional activities. This study aimed to explore the ability of the School Function Assessment (SFA) to identify levels of participation in school-based functional tasks and demonstrate progress for pupils with an ABI in a residential rehabilitation setting. Methods: The SFA was conducted on admission and discharge for pupils with ABI receiving residential rehabilitation between January 2007 and October 2011. Data analysis used Kruskal-Wallis to determine between-group differences in age, time post injury and weeks in rehabilitation. Linear mixed effects modelling was used to establish differences between admission and discharge scores. Case vignettes demonstrated how the SFA was used with individual pupils. Results: Seventy pupils were identified (31 traumatic brain injury; 29 non-traumatic and 10 anoxic) 42 boys and 28 girls whose age at injury was 4.5-17.2 years (median 12.8). The SFA demonstrated that 54/70 pupils had made progress with their ability to participate in school activities. Significant differences were found between admission and discharge SFA scores for participation, physical and cognitive assistance and adaptation and activity performance (P < 0.05). There was wide variability between individual profiles reflecting the heterogeneity of ABI. Conclusions: The SFA determined levels of participation in school-based functional tasks for these residential pupils with an ABI and demonstrated progress both at the group and individual level in this residential rehabilitation setting. It identified the amount of support a pupil would need when they return to their local school and their strengths and needs in relation to participation in physical and cognitive school-based functional activities.
机译：背景：由于病因，年龄和病前特征的差异，为患有后天性脑损伤（ABI）的学生提供和监控住院康复服务具有挑战性。在此住宅改建环境中的治疗师和教育工作者认为，需要一种综合的工具，该工具可以捕捉学生参加典型的日常学校活动的能力。这项研究旨在探讨学校功能评估（SFA）识别参与学校功能任务水平的能力，并展示在住宅康复环境中具有ABI的学生的进步。方法：在2007年1月至2011年10月之间对接受住院康复的ABI小学生的入学和出院进行SFA。数据分析使用Kruskal-Wallis确定年龄，伤后时间和康复周数之间的组间差异。线性混合效应模型用于建立入学分数与出院分数之间的差异。案例短片展示了如何将SFA用于单个学生。结果：确定了70名学生（31例颅脑外伤; 29例非创伤性和10例缺氧性），其中42岁的男孩和28名女孩的受伤年龄为4.5-17.2岁（中位数为12.8）。 SFA证明有54/70名学生参加学校活动的能力有所提高。在入院和出院SFA得分的参与，身体和认知帮助以及适应和活动表现之间存在显着差异（P <0.05）。个体概况之间存在很大差异，反映了ABI的异质性。结论：SFA确定了这些具有ABI的住宿学生参加学校功能任务的水平，并证明了在这种住宿恢复环境中在小组和个人水平上的进步。它确定了学生返回本地学校时需要的支持量，以及他们参与基于学校的身体和认知功能活动的能力和需求。

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