PDF(Pubmed)
Abstract：
UNASSIGNED: Educators often lack the knowledge and resources to assist students with acquired brain injury (ABI). TeachABI, an education module, was created to help elementary school teachers support students with ABI in classrooms. This study examined the adaptability of TeachABI for high school educators.
UNASSIGNED: A qualitative descriptive study explored high school educators\' (n = 9) experiences reviewing TeachABI and its adaptability for high school through semi-structured interviews. The interview guide was informed by implementation and adaptation frameworks. Transcripts were examined using directed content analysis.
UNASSIGNED: Teachers felt TeachABI was a good foundation for creating a high school-based education module. Adaptations were highlighted, such as streamlining content (e.g., mental health) and strategies (e.g., supporting test taking), to better meet educator needs.
UNASSIGNED: Using implementation science and adaptation frameworks provided a structured approach to explore the adaptive elements of TeachABI. The module was perceived as a suitable platform for teaching high school educators about ABI.
UNASSIGNED: TeachABI is an innovative, user informed education module, providing a multi-modal (e.g., case study, videos) and replicable approach to learning about ABI. Applying frameworks from different fields provides concepts to consider when tailoring resources to align with educator needs (e.g., grade, class environment) and facilitate innovation uptake.
UNASSIGNED: A qualitative descriptive study explored high school educators\' (n = 9) experiences reviewing TeachABI and its adaptability for high school through semi-structured interviews. The interview guide was informed by implementation and adaptation frameworks. Transcripts were examined using directed content analysis.
UNASSIGNED: Teachers felt TeachABI was a good foundation for creating a high school-based education module. Adaptations were highlighted, such as streamlining content (e.g., mental health) and strategies (e.g., supporting test taking), to better meet educator needs.
UNASSIGNED: Using implementation science and adaptation frameworks provided a structured approach to explore the adaptive elements of TeachABI. The module was perceived as a suitable platform for teaching high school educators about ABI.
UNASSIGNED: TeachABI is an innovative, user informed education module, providing a multi-modal (e.g., case study, videos) and replicable approach to learning about ABI. Applying frameworks from different fields provides concepts to consider when tailoring resources to align with educator needs (e.g., grade, class environment) and facilitate innovation uptake.
摘要：
■教育工作者往往缺乏知识和资源来帮助学生获得脑损伤（ABI）。TeachABI,一个教育模块，是为了帮助小学教师在课堂上支持ABI学生而创建的。这项研究考察了TeachABI对高中教育工作者的适应性。
■一项定性描述性研究探索了高中教育工作者\'（n=9）的经验，通过半结构化访谈回顾了TeachABI及其对高中的适应性。访谈指南由执行和适应框架提供信息。使用定向内容分析检查成绩单。
■教师认为TeachABI是创建基于高中的教育模块的良好基础。强调了适应，例如精简内容(例如，心理健康)和策略(例如，支持考试)，更好地满足教育者的需求。
■使用实现科学和适应框架提供了一种结构化的方法来探索TeachABI的自适应元素。该模块被认为是向高中教育工作者讲授ABI的合适平台。
■TeachABI是一种创新，用户知情教育模块，提供多模态(例如，案例研究,视频)和可复制的学习ABI的方法。应用来自不同领域的框架提供了在调整资源以符合教育者需求时需要考虑的概念(例如，grade,班级环境)，并促进创新吸收。
■一项定性描述性研究探索了高中教育工作者\'（n=9）的经验，通过半结构化访谈回顾了TeachABI及其对高中的适应性。访谈指南由执行和适应框架提供信息。使用定向内容分析检查成绩单。
■教师认为TeachABI是创建基于高中的教育模块的良好基础。强调了适应，例如精简内容(例如，心理健康)和策略(例如，支持考试)，更好地满足教育者的需求。
■使用实现科学和适应框架提供了一种结构化的方法来探索TeachABI的自适应元素。该模块被认为是向高中教育工作者讲授ABI的合适平台。
■TeachABI是一种创新，用户知情教育模块，提供多模态(例如，案例研究,视频)和可复制的学习ABI的方法。应用来自不同领域的框架提供了在调整资源以符合教育者需求时需要考虑的概念(例如，grade,班级环境)，并促进创新吸收。
