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Tamara C. Valovich McLeod, Megan N. Houston, and Cailee E. Welch

Concussions resulting from sports and recreational activities are a significant concern in the pediatric population. The number of children and adolescents sustaining sport-related concussions is increasing and, as a result, legislation has been passed in all 50 states to ensure appropriate recognition and referral of pediatric athletes following concussion. The developing brain may make the diagnosis, assessment, and management of concussion more challenging for health care providers and requires the use of specific age-appropriate assessment tools. Concussion management must also include considerations for cognitive and physical rest, a collaborative concussion management team that includes medical and school personnel, and more conservative stepwise progressions for returning to school and to physical activity.

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Tracey Covassin, Kyle M. Petit, and Morgan Anderson

an SRC. Recent emphasis is being placed on targeted treatment approaches specific to the symptoms and impairments presented by the patient ( Collins et al., 2016 ). Treatments such as medication/supplementation, vestibular therapy, academic accommodations, physical and cognitive rest, and aerobic

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Cailee E. Welch Bacon, Gary W. Cohen, Melissa C. Kay, Dayna K. Tierney, and Tamara C. Valovich McLeod

[academic] accommodations for the students because they thought [the student] was trying to just get off the hook on assignments and tests.” Perceptions of concussions Participants expressed that the general perceptions of concussions varied amongst the stakeholders (e.g., patient, parents, coaches, school

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Richelle M. Williams, R. Curtis Bay, and Tamara C. Valovich McLeod

need to re-evaluate patients’ symptoms regularly and use this information to drive concussion treatment decisions while using active interventions, academic accommodations, and referrals when necessary. Clinicians should be aware that patients may present with symptoms upward to 3 weeks postinjury and

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Megan Elizabeth Evelyn Mormile, Jody L. Langdon, and Tamerah Nicole Hunt

administrators, and teachers to provide appropriate academic accommodations for adolescent athletes. Additionally, the NATA position statement encourages use of validated, age-appropriate assessment tools along with more frequent baseline testing due to continuous cognitive maturation. 11 These tools include

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Matthew Booth, Jacob Powell, Patrick O. McKeon, and Jennifer M. Medina McKeon

-based intervention approach to concussion management, such as subsymptom threshold graded exercise, cognitive-behavioral therapy, and academic accommodations, in conjunction with rest. 6 VRT has also been recommended as an emerging series of treatment strategies for resolving vestibular symptoms in those with

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Richelle M. Williams, Rachel S. Johnson, Alison R. Snyder Valier, R. Curtis Bay, and Tamara C. Valovich McLeod

included the patient demographics, concussion postinjury information, day 3, day 10, and RTP athlete surveys that consisted of single-item academic accommodations outcomes, Headache Impact Test-6, PedsQL, Patient-Specific Functional Scale, and the PROMIS Pediatric-25 or the PROMIS Pediatric-37. Only

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Jared Russell, Matt Beth, Danielle Wadsworth, Stephanie George, Wendy Wheeler, and Harald Barkhoff

were very gracious and accepting of my physical impairments. Collectively, they granted me a plethora of academic accommodations and made sure that everything, everywhere, was accessible to me. They made my collegiate experience so pleasant that I also decided to do my master’s and my doctorate at

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Tywan G. Martin, Jessica Wallace, Young Ik Suh, Kysha Harriell, and Justin Tatman

.T. , & McLeod , T.C.V. ( 2015 ). Athletic trainers’ familiarity with and perceptions of academic accommodations in secondary school athletes after sport-related concussion . Journal of Athletic Training, 50, 262 – 269 . PubMed doi:10.4085/1062-6050-49.3.81 10.4085/1062-6050-49.3.81 Wimmer , R

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Natalie S. Sherry, Abigail Feder, Raymond Pan, Shawn R. Eagle, and Anthony P. Kontos

noted that it was unusual for an athlete to maintain “straight-A” letter grades in advanced academic coursework without using academic accommodations (i.e., extra time on testing, reduced homework) yet exhibit impaired cognitive testing, with scores ranging from the 3rd to 51st percentiles for her age