@article{ref1,
title="Establishing consensus for essential elements in returning to learn following a concussion",
journal="Journal of school health",
year="2020",
author="McAvoy, Karen and Eagan-Johnson, Brenda and Dymacek, Rosalie and Hooper, Stephen and McCart, Melissa and Tyler, Janet",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="BACKGROUND: Returning to learn following a concussion is the process of managing a student's recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to Learn using a Delphi method.   METHODS: Sixteen national organizations participated in a Delphi process to reach consensus on overarching themes of Return to Learn focused on: returning a student to school, composition of the school-based concussion management team, progress-monitoring, educational safeguards, neuropsychological testing, and legislation. Two rounds of questionnaires were disseminated via email using a Delphi process. Consensus was established during round 2.   RESULTS: Twelve national organizations were able to reach consensus and endorse 13 essential elements of Return to Learn following a concussion.   CONCLUSIONS: There continues to be limited research on concussion Return to Learn leading to confusion in the field. In this paper, we demonstrate consensus on a number of essential elements, from a wide variety of professional disciplines who participate in the care of students following a concussion, as a starting place for some guidance on Return to Learn.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12949",
url="http://dx.doi.org/10.1111/josh.12949"
}