Early modern women writers and humility as rhetoric : Aemilia Lanyer's table-turning use of modesty
Abstract
This study examined the efficacy of school-based training paired with ongoing consultation and continued dissemination of information to improve educator's knowledge and response related to concussions, through a quasi-experimental design. The experimental group (N = 14) received ongoing consultation and continued dissemination of concussion resources via email for four months following the training; the control group (N = 6) received the training but no further consultation or dissemination of information. It was hypothesized that the experimental group would be more likely to retain the knowledge and improve services with students who sustained concussions. This was measured through a Pre-Training Questionnaire, Post-Training Questionnaire, and four month Follow-Up Questionnaire. While there was no statistically significant difference between the two groups; there was a main effect for training with both groups demonstrating an increase in concussion knowledge, recognition, and response across three time periods. Furthermore, 15 students were provided accommodations after sustaining a concussion by participants in the experimental group, whereas one student was provided accommodations after sustaining a concussion in the control group. In addition, the school psychologist in the experimental group consulted on 17 concussion cases, whereas the school psychologist in the control group consulted on zero concussion cases.
