RESUMO
OBJECTIVE: To examine whether a primary care provider (PCP) follow-up visit after emergency department evaluation of concussion improved the children's likelihood of receiving academic support. STUDY DESIGN: This was a prospective cohort study. Concussed children, aged 8-18 years, presenting to a regional pediatric trauma center emergency department (n = 160) were contacted 7 and 30 days after injury to gather data on PCP follow-up, symptoms, quality of life, and receipt of academic support instituted after and because of the concussion. Bivariate comparisons of demographics, concussion characteristics, quality of life, and symptoms were made between children who did and did not receive support using independent samples t tests, Wilcoxon rank sum tests, or χ2 tests. ORs and 95% CIs were calculated using multivariable logistic regression with backwards elimination to test the association between attending an outpatient follow-up visit and the receipt of academic support for variables where P < .2 in bivariate comparisons. RESULTS: Overall, 51.3% (n = 82) received academic support; of these, 84.2% attended a follow-up visit compared with 71.8% of 78 children who attended a follow-up visit but did not receive support (P = .06). Children who received support were more likely to have commercial insurance; experience a sports-related injury mechanism; have parents whose primary language was English; suffer from learning disabilities and migraines; and be non-Hispanic (P < .05). There was no association between attending a follow-up visit and receipt of academic support (adjusted OR 1.83; 95% CI 0.75-4.45). CONCLUSIONS: Although the majority of children received academic support postconcussion, accommodations were associated with several demographic, medical history, and injury characteristics, but not attending a PCP follow-up visit.
Assuntos
Assistência ao Convalescente , Concussão Encefálica/terapia , Educação Inclusiva , Adolescente , Criança , Serviço Hospitalar de Emergência , Feminino , Seguimentos , Humanos , Masculino , Atenção Primária à Saúde , Estudos ProspectivosRESUMO
El soporte social constituye un importante constructo en el ámbito educativo, el cual influye en términos comportamentales, cognitivos y afectivos. Aunque en la literatura internacional existen numerosos instrumentos que permiten evaluar dicho constructo, en Argentina no se dispone de escalas que permitan evaluar el apoyo percibido por los estudiantes. Por lo tanto, el objetivo de este trabajo consistió en adaptar las escalas de Apoyo Social para Niños y Adolescentes (Malecki, Demaray & Elliot, 2003) y Soporte Académico (Lent et al., 2005) en estudiantes universitarios. Para ello, en este estudio participaron 551 estudiantes de diferentes carreras dictadas en la Universidad Nacional de Córdoba (Argentina). Para ambos instrumentos, los resultados indicaron valores satisfactorios de consistencia interna (confiabilidad compuesta,ρ> .70) y, además, se logró replicar la estructura original de cada medida mediante análisis factorial confirmatorio. Se destacan las limitaciones y se sugieren nuevas líneas de estudio.
Social support is an important construct in education which influences behavioral, cognitive and affective terms. Although there are numerous instruments to assess this construct, in Argentina there are no published scales to assess perceived support by students. Therefore, our aim was to adapt Social Support for Children and Adolescents (Malecki, Demaray & Elliot, 2003) and Academic Support (Lent et al., 2005) scales in college students. For this projectIn this regard, data from 551 students of different degrees from the National University of Cordoba (Argentina) was collected. For both instruments, results showed satisfactory internal consistency values (composite reliability,ρ> .70) and the original structure was replicated for each measure using confirmatory factor analysis. Limitations and new lines of research are suggested.