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dc.contributor.authorFaria, Candice
dc.date.accessioned2015-09-11T21:15:11Z
dc.date.available2015-09-11T21:15:11Z
dc.date.issued2015-08-01
dc.identifier.urihttp://hdl.handle.net/11122/5957
dc.descriptionPresented to the Faculty of the University of Alaska Anchorage in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCEen_US
dc.description.abstractEach year in the pediatric population, there are over five hundred thousand emergency room visits for concussion (Meckler, 2014). Children and adolescents who suffer from concussion require longer recovery periods and may experience greater cognitive dysfunction than adults (Marsh, Fraser, & Marsh, 2013). The proper management of the cognitive effects of pediatric concussion is essential, given the large amount of time children and adolescents spend in the academic setting. The purpose of this academic project was to critically appraise the current literature for the highest level of evidence related to the management of the cognitive symptoms of pediatric concussion. The information gained from this critical appraisal of the literature was utilized to develop an evidence-based return to learn protocol for the Anchorage School District; focused on management of the cognitive symptoms of pediatric concussion in the academic setting.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Anchorageen_US
dc.titleThe Development of a Return to Learn Protocol for the Anchorage School Districten_US
dc.typeReporten_US
refterms.dateFOA2020-03-28T01:04:46Z


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