@article{ref1,
title="Academic dysfunction after a concussion among US high school and college students",
journal="American journal of public health",
year="2016",
author="Wasserman, Erin B. and Bazarian, Jeffrey J. and Mapstone, Mark and Block, Robert and van Wijngaarden, Edwin",
volume="106",
number="7",
pages="1247-1253",
abstract="OBJECTIVES: To determine whether concussed students experience greater academic dysfunction than students who sustain other injuries. <br><br>METHODS: We conducted a prospective cohort study from September 2013 through January 2015 involving high school and college students who visited 3 emergency departments in the Rochester, New York, area. Using telephone surveys, we compared self-reported academic dysfunction between 70 students with concussions and a comparison group of 108 students with extremity injuries at 1 week and 1 month after injury. <br><br>RESULTS: At 1 week after injury, academic dysfunction scores were approximately 16 points higher (b = 16.20; 95% confidence interval = 6.39, 26.00) on a 174-point scale in the concussed group than in the extremity injury group. Although there were no differences overall at 1-month after injury, female students in the concussion group and those with a history of 2 or more prior concussions were more likely to report academic dysfunction. <br><br>CONCLUSIONS: Our results showed academic dysfunction among concussed students, especially female students and those with multiple prior concussions, 1 week after their injury. Such effects appeared to largely resolve after 1 month. Our findings support the need for academic adjustments for concussed students. (Am J Public Health. Published online ahead of print May 19, 2016: e1-e7. doi:10.2105/AJPH.2016.303154).<p /> <p>Language: en</p>",
language="en",
issn="0090-0036",
doi="10.2105/AJPH.2016.303154",
url="http://dx.doi.org/10.2105/AJPH.2016.303154"
}