Effect of School Services on Academic Performance After Traumatic Brain Injury in Hispanic and Non-Hispanic Students.
Nathalia Jimenez, Alyssa Virtue, Karen Segar and 2 others
PMID 31016747WHAT IT FOUND
After TBI, Hispanic and non-Hispanic students had similar GPAs overall.
Hispanic receipt of school services one year after injury rose from 5% to 29%, and Hispanic students receiving services had increased GPA.
Key findings
01After injury, Hispanic and NHW students had similar GPAs overall, although Hispanic students had lower baseline GPAs [2.3 (CI:1.9–2.7) versus 2.9 (CI:2.8–3.0)].
02Hispanic receipt of any educational service rose from 5% at injury to 29% one year after injury, while NHW receipt changed from 28% to 24%.
03Among students who received post-TBI educational resources, Hispanic students had a significant increase in GPA while NHW students had no change; pre and post GPA data were available for 14 Hispanic and 173 NHW children.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPsWhat it means for RNs
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What it does not show
The Hispanic group was small, especially for GPA analysis, where only 14 Hispanic children had pre and post GPA data. Only 287 of 419 children had school data, and only 187 had pre and post GPA data. The data were collected 8 years ago, and school services may have changed. The study had no data on children's actual service needs. This was a cohort analysis, not a randomized trial, so it cannot show that services caused GPA change. Children of other racial or ethnic backgrounds were excluded because groups were too small, and Philadelphia participants were excluded because school systems differed.
Declared interests
The paper is listed as supported by NIH extramural research funding. The supplied text does not include a conflicts of interest declaration.
The easy way to misread this
Do not conclude that school services caused better academic performance. This was an observational cohort with a small Hispanic subgroup and no random allocation.