Conferences

Upcoming Conferences

International Brain Injury Association 2012 Conference - Scotland

Previous Conferences

2012 Conferences

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (Abstract submitted for presentation-June, 2012). Insert Title. Canadian Psychological Association 72nd Annual Convention, Halifax, Nova Scotia.

McDougall, J., Good, D., Rumney, P., Bennett, S., Martinussen, R., DeMatteo, C., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (2012, April). Factors Influencing School Reintegration for Ontario Students with Acquired Brain Injury. To be presented at the 20th Annual Research Day of the Ontario Association for Developmental Disabilities Research Special Interest Group, Kingston, Ontario.

Good, D., Rumney, P., McDougall, J., Bennett, S., DeMatteo, C., Martinussen, R., & DeCourville, N. (March 2012). School-based Factors Contribute to Successful School Reintegration of Children and Youth with Acquired Brain Injury. Paper accepted at the 9th World Congress on Brain Injury, Ediburgh, Scotland.

2011 Conferences

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (To be presented November 21-22, 2011). Predictors of successful school reintegration outcomes for students with acquired brain injury (ABI). Children's Mental Health Ontario, Toronto, Ontario.

This research examines the student, parent, educator, and administrator variables that are predictive of, and can facilitate, successful school adjustment, classroom participation, sense of school membership, and academic competence after sustaining an ABI. Identifying the modifiable environmental variables will provide insight for future successful reintegration of students with ABI.

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (To be presented November 6-8, 2011). Social and Academic Competency in Students with ABI. Ontario Association of Children’s Rehabilitative Services, Toronto, Ontario.

School-aged children and youth may have serious disruption to new and learned skills, as well as interruption to neurological development, as a result of acquired brain injury (ABI). As such, their physical, social, behavioural, and cognitive functional outcomes are heavily affected (Galvin & Mandalis, 2009).

Predictive factors of functional outcomes include injury severity and neurophsychological test scores, as well as the student’s environment, participation in the environment, and community integration (Wells, Mines, & Phillips, 2009). School is a fundamental environment to a child’s development and progress and thus educators themselves are particularly crucial for fostering success (Bruce, Chapman, MacDonald, & Newcomb, 2008). Successful outcomes for students reintegrating to school lack consistency due in part to low levels of educator/peer awareness, and knowledge regarding the diversity of needs that students with ABI require (Mohar & Bullock, 2005).This ongoing multi-centered research project involves the cooperation of several Ontario Treatment Centres, and School Boards focusing on students that have experienced ABI, their families, and their educators.

A (statistical) model of the modifiable factors that influence successful reintegration (i.e., academic, socio-emotional, interpersonal) is emerging revealing the relative contributions of family and school variables. Preliminary findings demonstrate that non-modifiable/static variables such as severity, age at time of injury, and neurocognitive status, in addition to modifiable variables (e.g., teacher support), predict academic, behavioural, and social competence, while family support (income) predicts behavioural and social competence. Identifying modifiable variables may serve to improve successful outcomes for children reintegrating with ABI based on education and strategy implementation.

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (To be presented November 2-4, 2011). School reintegration for children and youth with acquired brain injury. Acquired Brain Injury 2011 Provincial Conference, Niagara Falls, On.

Children and youth from birth through 20 years of age have the greatest likelihood of sustaining a traumatic brain injury (TBI) when compared to the rest of the population (CDC, 2004). There are an estimated 27, 000 students in Ontario classrooms with ABI, and of those all experience variable outcomes when reintegrating back to their school community, as ABI is not a recognized exceptionality in Ontario.

Students who have sustained moderate to severe TBI report significantly lower health-related quality of life, particularly in the domain of psychosocial functioning, relative to other heterogenous samples of chronically ill children (Erickson, Montague & Gerstle, 2010). Since Educators are influential in a student’s neural progress and recovery, their knowledge, awareness, and support is critical for fostering student development.

The current study involves a province-wide multi-centred approach involving cooperation amongst several of Ontario’s Children’s Treatments Centres, School Boards’ principals and teachers, children/youth who have experienced ABI and their families who have been selected for participation through representative sampling. Its aim is to identify a (statistical) model of the factors that influence a students’ successful reintegration, as defined by academic, socio-emotional, and interpersonal success, and their relative contribution to predicting the students’ outcomes by investigating several measures regarding the student (severity of injury, academic performance pre- and post-injury, neurocognitive and behavioural/emotional status), the school system (policy and procedures with respect to service delivery, teacher knowledge, attitudes, instructional approach) and the family (perspective, coping).

Preliminary findings suggest that severity and age of injury, in addition to neurocognitive function and teacher support, predict academic (specifically reading and writing), behavioural, and social competence, while family support (particularly income) predicts postinjury behavioural and social competence. Identifying these modifiable variables will be influential in adjusting variables for future outcomes and success in students with ABI.

2010 Conferences

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (2010, November 8-9). School reintegration for children and youth with acquired brain injury. Toronto ABI Network Conference 2010: Challenging the Challenges, Toronto, On.

Acquired brain injury (ABI) in school-aged children and youth results in serious disruption to both new and previously learned skills, and interruption to neurological development, which affect the functional outcomes of students (Galvin & Mandalis, 2009). Injury severity and neuropsychological test scores are single handedly not the best predictors of outcome for children and youth with ABI. The child’s environment, participation, and community integration are particularly critical for physical, social, behavioural, and cognitive functioning (Ehrenfors, Borell & Hemmingsson, 2009; Wells, Mines, & Phillips, 2009).

Since the school environment is predominately where students experience changes and growth in their functional abilities, educators are influential in a student’s neural progress and recovery, such that, their knowledge and support is critical for fostering student development during their school years. Improvements in children’s academic participation and social acceptance are expected when functional behavior assessment, theory, and education incorporating intervention plans into classroom practice are used (Feeney & Ylvisaker, 2008; Davis, 2003; Ylvisaker & Feeney, 2003) as well as, considerations of familial support, environmental factors, and pre-injury status (Fay, Yeates, Drotar, Wade & Stancin, 2009; Bennett & Wynne, 2006); however, to date, no critical evaluation of the types of successful supports being used has been empirically examined.

The current study involves a province- wide multi-centred approach (involving cooperation amongst Ontario’s Children’s Treatments Centres, School Boards’ principals and teachers, children/youth who have experienced ABI and their family who have been selected for participation through representative sampling) and aims to rectify this oversight. We provide a (statistical) model of the factors that influence a students’ successful reintegration (as defined by academic, socio-emotional, and interpersonal success) and their relative contribution to predicting the students’ outcomes by investigating several measures regarding the student (severity of injury, academic performance pre- and post-injury, neurocognitive and behavioural/emotional status), the school system (policy and procedures with respect to service delivery, teacher knowledge, attitudes, instructional approach) and the family (perspective, coping).

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (2010, June 3-5) School reintegration for children and youth with acquired brain injury. Poster session presented at the 71st Annual Convention of the Canadian Psychological Association, Winnipeg, MB.

Independent of injury severity, children who have sustained acquired brain injury (ABI) vary to the extent of their overall productivity and participation in physical, academic, cognitive, emotional, and psychosocial outcomes (e.g. Dawson et al, 2007). Since school is the optimal learning environment for the developing brain, academic settings are integral for ensuring successful academic, social, and community reentry. However, there is little consistency in outcomes for reintegrated students and quantitative factors have not identified the predictors for appropriate support and optimal reintegration, despite much theorizing based on limited qualitative data (e.g. Bruce et al, 2008).

This study involves a province-wide multi-centred approach (in cooperation with Ontario’s Children’s Treatments Centres, School Boards, students with ABI and their family selected through representative sampling) and aims to rectify this oversight. We provide an empirically-based model of the factors that influence a students’ reintegration (academic, socioemotional and interpersonal success) and their relative contribution for predicting students’ outcomes based on student (injury severity, academic performance pre-/post-injury, neurocognitive and emotional status), the school system (policy of service delivery, teacher knowledge, attitudes, instruction) and the family (support, perspective).

2009 Conferences

Baker, J., Chiapetta, K., DeBono, T., Dzyundzyak, A., van Noordt, S., Williams, J., & Good, D. (October 28-30, 2009). Promoting social engagement by understanding, and enhancing, emotional responsivity in persons who have experienced ABI. Presented at the ABI Provincial Conference- Harnessing the Power after Brain Injury, Niagara Falls, ON. (Note: this 1.5 hour presentation included information from this grant).

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (2009, October 14-17). School reintegration for children and youth with acquired brain injury. Oral presentation at the 7th Annual North American Brain Injury Society [NABIS] Conference, Austin, TX, USA.

Objectives: This study aims to provide a quantitative evaluation of student, educator and school based factors using standardized measures, to determine the limitations and barriers to successful school reintegration for children and youth (N = ~185) living with the effects of ABI. Statistically verifying the student variables (pre-injury academic status, impairment measures, post-injury physical and neurocognitive abilities) with educator’s awareness, attitude and educational approach alongside with the programming support and environmental priorities of the school; may be predictive of improved performance for this specialized population in terms of their outcomes for school adjustment, classroom participation, sense of school membership and academic competence.

Method: Using a multi-centered approach, currently enrolled students in Ontario between the ages of 6 and 18 years of age (and their associated family, teacher(s), and principal) who have experienced a moderate or severe ABI, are at least 2 years post-injury and have returned to their community school environment will be identified by our partner centers. With consent students, parents, educators and administrators will complete a comprehensive set of testing including standardized measures. Once all data is collected a stepwise hierarchical regression analysis will be conducted in order to provide insight to the predictor variables that influence outcome measures.

Results: Our research aims to identify the factors that influence success within the school environment, and the extent to which they impact that success in order to improve the future reintegration of students who have experienced ABI.

Good, D., Kumpf, J., & Bennett, S. (2009, May 26-29). Acquired brain injury: A silent voice in the school system. Oral presentation at the 9th Triennial International Child and Youth Care Conference: Global Warning—Child, Youth, and Family Matters, Fort Lauderdale, FL, USA.

The goal of this workshop is to assist educators in the school system to work effectively and productively with individuals who have sustained an acquired brain injury (ABI). The workshop will provide strategies for dealing with the cognitive, behavioral and physical effects of an acquired brain injury within a school aged population. The educational system is an excellent resource to promote recovery and redevelopment of function, especially since the child with ABI within the school system will have sustained mild to moderate injury (90%). The presenters will provide and overview of acquired brain injury and then, using digitized videos of scenarios with students, discuss effective and ineffective methods for dealing with students with acquired brain injury in educational settings.

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (2009, May 7-8). School reintegration and paediatric acquired brain injury. Poster session presented at the 16th Annual Conference on Neurobehavioural Rehabilitation in Acquired Brain Injury, Hamilton Health Sciences, Hamilton, ON.

Community reintegration of children and youth who have sustained an acquired brain injury (ABI) is far from a routinely successful process both in terms of the return to their home and to their school (Savage, DePompei, Tyler, & Lash, 2005). Since school embodies 28-35% of the students’ waking hours, it constitutes a major component of their reentry. Many factors have been implicated in successful reintegration; but surprizingly, severity of injury is not the best, or most explicit, predictor. Academic expectations, family adjustment, transition, funding, teacher knowledge, support, perception, and curriculum delivery, school philosophy, attendance, peers, and preinjury status (e.g. Bennett & Wynne, 2006) have been suggested; however, to date, no critical evaluation of the types of successful supports being used has been published. The current study involving a province-wide multi-centred approach (involving cooperation amongst Ontario’s Children’s Centres, School Boards, individuals and family) aims to rectify this oversight.

Good, D., on behalf of Rumney, P., McDougall, J., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (2009, April 3). School reintegration for children and youth with acquired brain injury. Poster session presented at the Ontario Association on Developmental Disabilities Research Special Interest Group (OADD RSIG) 17th Annual Research Day, Barrie, ON. [Awarded Best Professional Poster]

Community reintegration of children and youth who have sustained an acquired brain injury (ABI) is far from a routinely successful process both in terms of the return to their home and to their school (Savage, DePompei, Tyler, & Lash, 2005). Since school embodies 28-35% of the students’ waking hours, it constitutes a major component of their reentry. Many factors have been implicated in successful reintegration; but surprizingly, severity of injury is not the best, or most explicit, predictor. Academic expectations, family adjustment, transition, funding, teacher knowledge, support, perception, and curriculum delivery, school philosophy, attendance, peers, and preinjury status (e.g. Bennett & Wynne, 2006) have been suggested; however, to date, no critical evaluation of the types of successful supports being used has been published. The current study involving a province-wide multi-centred approach (involving cooperation amongst Ontario’s Children’s Centres, School Boards, individuals and family) aims to rectify this oversight.

McDougall, J., on behalf of Good, D., Rumney, P., Bennett, S., Martinussen, R., DeMatteo, C., McKeever, P., Guerriere, D., Loyst, S., Kumpf, J., & DeCourville, N. (2009, November 8-10). School reintegration for children and youth with acquired brain injury. Poster session presented at the Ontario Association of Children’s Rehabilitation Service, Toronto, ON.

The successful reintegration to the school community of children and youth who have sustained an acquired brain injury (ABI) is not consistently successful and not solely predicted by the severity of the student’s neurocognitive status. Many other factors have been implicated (e.g., the individual’s characteristics, family characteristics; teacher attitudes and knowledge, school and School Board policies and procedures for special education). This poster introduces a cross-sectional study funded by the Ontario Neurotrauma Foundation that will examine the factors related to improved and successful school reintegration for students with ABI. Partnering with Ontario Association of Children's Rehabilitation Services Centres, approximately 185 students aged 6 to 18 years old who have returned to school more than two years after having experienced an ABI will be invited to participate in the study, as will their families, and respective schools. Quantitative measures will be completed at one point in time by the students, their parents, teachers, and school principals. Data will then be analyzed to identify the variables that are significantly related to successful school reintegration. This information could help service providers focus their efforts where they would have most impact. For example, if educators' awareness of programming needs for students with ABI was positively correlated with successful school reintegration, service providers would know the importance of providing resources and training sessions to educators regarding students' programming needs.

Please contact us for further information.
(905) 688-5550 ext. 3556 or ext. 5523