@article{ref1,
title="Effect of school services on academic performance after traumatic brain injury in Hispanic and non-Hispanic students",
journal="Journal of school health",
year="2019",
author="Jimenez, Nathalia and Virtue, Alyssa and Segar, Karen and Stoep, Ann Vander and Rivara, Frederick P.",
volume="89",
number="7",
pages="519-526",
abstract="BACKGROUND: School reintegration after traumatic brain injuries (TBI) requires school support; however, implementation of services is complex. This study evaluates disparities in receipt of school services for Hispanic children and its effect on academic performance. <br><br>METHODS: Secondary analyses of school data on receipt of pre- and post-TBI school services. A logistic regression compared receipt of services between Hispanic and non-Hispanic white (NHW) children, and a linear regression evaluated services' effect on academic performance. <br><br>RESULTS: The study includes 419 children; 46 Hispanic, 373 NHW. For NHW children there were no differences in receipt of pre- and post-TBI services; Hispanic children had significant increase in receipt of services from 5% to 27% (p < .001). Compared to NHWs, Hispanics had lower grade point average (GPA) at baseline (2.3 [confidence interval, CI: 1.9-2.7] vs 2.9 [CI: 2.8-3.0]). No differences in GPA were found between groups after injury among students who received post-TBI services. <br><br>CONCLUSIONS: Students who receive post-TBI school services benefit academically. NHW students maintain their academic performance and Hispanics increase their performance to their NHW peers' level. This highlights the importance of providing post-TBI school services to ensure better outcomes for all children.<br><br>© 2019, American School Health Association.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12776",
url="http://dx.doi.org/10.1111/josh.12776"
}