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Sensitivity and specificity analysis of the brain check survey: screening students for TBI

Date

2014

Authors

Rieger, Melissa, author
Sample, Pat, advisor
Greene, David, advisor
Lisa, Daunhauer, committee member

Journal Title

Journal ISSN

Volume Title

Abstract

Improving educational results for children with disabilities is an essential goal of the Individuals with Disabilities Education Improvement Act of 2004 (P.L 108-446), in order to ensure, "equality of opportunity, full participation, independent living, and economic self-sufficiency" (20 U.S.C. § 601.C.1). Though traumatic brain injury was added into IDEA law in 1990 (P.L 101-476), as a separate category, children with traumatic brain injury (TBI) remain under-identified in schools and therefore lack appropriate educational supports to ensure optimal participation and subsequent educational achievement. Because TBI can greatly impact a student's school and future success, there is a need for an effective and efficient way to screen for TBI in students who are struggling in school. The purpose of this study was to examine the sensitivity and specificity of the Brain Check Survey (BCS); and establish a cut-off score, in the parent-report tool designed to help school personnel screen students for possible TBI. In searching to identify students for possible TBI, the BCS can act as a starting point in the process for qualifying students for Special Education, a 504 plan, or Response to Intervention (RTI) assistance. Data for this study were gathered from parents from five different school districts in Colorado, who completed the BCS for their child whom was selected from one of two groups: 1) child was receiving special education services for a medically-diagnosed TBI, or 2) child was considered typically developing. This study used the data from 479 completed surveys to determine the sensitivity and specificity of the BCS tool using receiver operator characteristics (ROC) curves. Analysis determined the BCS to have strong sensitivity and specificity. These findings, combined with recent findings from factor, reliability, and validity analysis (Pickle, 2013; Sample, Greene, Rieger, and Mathias, submitted), have resulted in the determination that the BCS can be used effectively in screening students for possible TBI.

Description

2014 Summer.
Includes bibliographical references.

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Subject

screening
brain injury
education
identification
pediatric

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