Western Oregon University

The Teaching Research Institute-Eugene

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All participants complete initial questionnaires that collect demographic data about their child’s injury and information about the hospital-to-school transition. We are continuing to track any parental concerns and changes in school programming through annual follow-along questionnaires and standardized measures that rate the child’s behavior, cognitive functioning, and social skills. Parents also participate in annual interviews that focus on academic, psychosocial, and physical areas of concern; special education identification, placement, and programming; and the quality of parent-school communication. We are also collecting information about the school experience of participants via educator questionnaires and teacher versions of the standardized measures.

A subset of 24 families is participating in a concurrent qualitative study, which involves annual unstructured interviews with parents and teachers and classroom observations. Qualitative data will be used to clarify factors that contribute to the efficacy of educational programming and will help identify the barriers to identification for special education services.