Abstract:
This two-phase grant proposal utilizes a group waitlist and single subjects multiple baseline design to evaluate In the Classroom with Brain Injury for Educators, which is a digitally applied online professional development series that can be used to increase knowledge, skills, and awareness of educators to provide effective school-based supports for students with brain injuries using cognitive behavior change theories. Phase 1 evaluates the series employing a group waitlist design with a delayed posttest. Phase 2 utilizes a single subjects multiple baseline design study to analyze student behavioral outcomes related to the intervention and change in teacher behavior. This project has impactful implications. The evaluation of the In the Classroom with Brain Injury for Educators series will establish an evidence base in support of the professional development series and fill the void that exists in available evidence based resources for educators working with students who have brain injuries. In addition, this evaluation has the potential to improve the school experience for both students with brain injury and their teachers by providing evidence that In the Classroom with Brain Injury for Educators is a professional development series that improves teacher and student behavioral outcomes.
