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1 results

  • Evaluating change in educators’ brain injury knowledge and self-efficacy following completion of TeachABI

  • Sara A. Marshall, Kylie D. Mallory, Danielle DuPlessis, Christine C. Muscat, Andrea Hickling, Shannon E. Scratch
  • Journal:
    Journal of the International Neuropsychological Society , First View
    Published online by Cambridge University Press:
    20 August 2025, pp. 1-9
    • Article
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  • Objective:

    Acquired Brain Injury (ABI) is a leading cause of childhood disability, yet educators report a gap in knowledge about supporting students with ABI when they return to school. We tested our TeachABI professional development module to examine how it impacted educators’ ABI knowledge and self-efficacy for supporting students with ABI.

    Method:

    Fifty educators filled out questionnaires about their knowledge and self-efficacy at three time points: pre-module, post-module, and 60 days post-module. Score differences were examined across time.

    Results:

    Participants’ ABI knowledge, subjective knowledge of the module learning objectives, and self-efficacy increased from pre- to post-module, and these gains were maintained at 60 days.

    Conclusions:

    This suggests that TeachABI is a tool for better equipping educators to support students with ABI.