School Professionals’ Knowledge about Pediatric Traumatic Brain Injury: An International Study

Resumen

Objective: To determine Spanish-speaking school professionals’ level of knowledge and attitudes regarding pediatric TBI. Methods: School professionals (n=2,238) from 19 countries completed an online-survey regarding their training, knowledge and misconceptions, attitudes and perceptions about TBI. Results: Of the full sample, 75% (n=1689) knew what TBI was, though only 18% (n=350) reported having experience with a student with TBI. Only 7.7% (n=143) and 3% (n=55) of participants could identify all of the common short- and long-term TBI sequelae, respectively. Special education professionals, those with experience with a student with TBI, and who had received training regarding TBI showed greater knowledge in these areas. Although participants showed high levels of knowledge in 6/24 misconceptions of TBI, they endorsed others. Group, sex, experience with students with TBI, training in TBI, and number of years working were significantly linked to some misconceptions about TBI; however, the effect sizes showed small effects. Conclusion: The knowledge and experience that Spanish-speaking school professionals have regarding childhood TBI are scarce. It is therefore critical that these professionals receive a more comprehensive education during their academic training and the practice of their profession about TBI.

Áreas y palabras clave

Cómo citar (APA 7)

Perrin, P. B. (2022). School Professionals’ Knowledge about Pediatric Traumatic Brain Injury: An International Study. https://doi.org/10.31234/osf.io/36xj4