Defining Success: Web-based Transition Training for Students with Traumatic Brain Injury
Funded by:
US Department of Education—National Institute on Disability and Rehabilitation Research
Project Period:
October 1, 2011 – September 30, 2014
Project Contact:
|
Debbie Ettel, Ph.D. |
etteld@wou.edu |
541-346-0583 |
Project Director/Principal Investigator:
|
Bonnie Todis, Ph.D. |
541-346-0595 |
Research Team:
|
Debbie Ettel, Ph.D. |
541-346-0583 |
|
|
Melissa Nowatzke |
nowatzkm@wou.edu |
541-346-0597 |
Description:
Adolescents ages 15–19 have a higher rate of traumatic brain injury (TBI) than any other age group. Recent research indicates that transition outcomes (post-secondary education completion, employment, independent living/community integration) are poor for this population and that students who receive special education services in high school do no better in these domains than those who do not. In spite of the clear need to improve these outcomes, students with TBI rarely receive appropriate transition services, often because educators and transition personnel lack the knowledge and skills needed to tailor effective transition practices to this unique population.
The goal of this three-year project is to develop and evaluate the efficacy of an interactive, Web-based information and training program to improve transition outcomes for students with TBI. In keeping with a trend toward accessible online learning, “Defining Success” makes use of cutting-edge technology to teach students, families, and educators improved transition practices through interactive training modules and a secure tracking portal accessible via web or cell phone. Modules will reach several audiences: 1) students with TBI will learn skills in self-determination, self-advocacy, and problem-solving; 2) parents of students with TBI will learn to better understand the challenges following TBI and how to support their children in the transition process; and 3) educators will learn to increase their awareness of the needs of students with TBI and their families and to modify transition materials for these students.
Publications and Presentations:
Todis, B. Glang, A., Bullis, M., Ettel, D., & Hood, D. (2011). Longitudinal investigation of the post-high school transition experiences of adolescents with traumatic brain injury. Journal Head Trauma Rehabilitation, 26(2), 138-149. http://www.ncbi.nlm.nih.gov/pubmed/20631630
Todis B. & Glang, A. (2008). Redefining success: Results of a qualitative study of post-secondary transition outcomes for youth with traumatic brain injury. Journal of Head Trauma Rehabilitation, 23(4), 252-263. http://www.ncbi.nlm.nih.gov/pubmed/18650769
Transition Into Adulthood for Students with ABI
Bonnie Todis, PhD and Deborah Ettel, PhD
Center on Brain Injury Research and Training
Project Update
February 28, 2012
As part of our participatory action research (PAR) approach, project staff are gathering input from future users of the website in order to identify specific content to include in each module. Some of our PAR activities include:
- Observing classrooms of model transition programs and interviewing staff.
- Conducting interviews with transition personnel who have worked with students with TBI and their families.
- Conducting a focus group with transition specialists from the Youth Transition Project (YTP). Project Consultant Lauren Lindstrom, Ph.D., director of Secondary Special Education and Transition at the University of Oregon and Project Director for YTP first presented information about the Defining Success project and the role of transition specialists in development and evaluation. The transition specialists then discussed their experiences working with students with TBI, their use of technology in the classroom and for communicating with students and parents outside the classroom, and any concerns they might have about participating in the project. They confirmed the need to improve services for students with TBI and enthusiastically endorsed the project as a way to meet that need. They also indicated that almost all students use computers and carry cell phones. They frequently use cell phone text messages to send reminders to students and track them as they go to and from job sites.
We are also reviewing research articles to identify content, strategies, and resources to include in the educator, parent and student modules. Sources for information on effective transition practices include the National Student Transition Technology Assistance Center (NSTTAC) website and website for research and training centers funded by the US Department of Education to improve transition outcomes for all students with disabilities.
We continue to work with members of the Oregon TBI Educator Team to refine the TBI Transition Toolkit. The toolkit includes evidence-based transition strategies and materials that have been modified to meet the needs of students with TBI. Sue Hayes, a team member who has had a leading role in its development, presented the toolkit to YTP transition specialists and staff from the Oregon Division of Vocational Rehabilitation who work with youth. Defining Success will include a link to the completed toolkit.
