Citation

Bevilacqua ZW, Kerby ME, Fletcher D, Chen Z, Merritt B, Huibregtse ME, Kawata K. Concussion 2019; 4(2): CNC63.

Affiliation

Program in Neuroscience, College of Arts & Sciences, Indiana University, Bloomington, IN 47405, USA.

Copyright

(Copyright © 2019, The Drake Foundation, Publisher Future Medicine)

DOI

10.2217/cnc-2019-0004

PMID

31608152

PMCID

PMC6787519

Abstract

AIM: Students re-entering the academic setting after a concussion is commonly referred to as return-to-learn and, to date, very few studies have examined the return-to-learn aspect of concussion recovery.

METHODOLOGY: Nine college-aged, full-time students who were diagnosed with concussions were monitored throughout their concussion recovery. The severity for five chief symptoms (headache, dizziness, difficulty concentrating, fatigue, anxiety) were recorded six-times per day through text messages, and daily phone calls recorded participant's behavioral traits.

RESULTS: We identified five behavioral variables which significantly influenced symptom resolution (music, sleep, physical activity, water and time) (p = 0.0004 to p = 0.036). Additionally, subjects reported math and computer-oriented courses as the most difficult (33 and 44%, respectively).

CONCLUSION: We introduce a novel approach to monitor concussed students throughout their recovery, as well as factors that may influence concussion recovery process.

© 2019 Keisuke Kawata.

Language: en

Keywords

RTL; concussion; longitudinal; mTBI; phone call; recommendations; return to classroom; return to school; return-to-learn; text message