Desrocher, Mary E.DuPlessis, Danielle Caroline2023-12-082023-12-082023-12-08https://hdl.handle.net/10315/41708Background. Educators have limited knowledge of acquired brain injury (ABI). This work evaluates an online professional development module, TeachABI. Objective. To explore and evaluate educators’ knowledge change following completion of TeachABI using a mixed-method approach. Method. Case study responses were analyzed before and after 49 elementary-level educators reviewed TeachABI. Results. After completing TeachABI, educators conceptualized ABI more accurately and were more likely to identify ABI as a factor for classroom challenges, χ^2(1, N=49) = 8.64, p < .01. Teachers described a variety of procedural steps and classroom strategies to support students with ABI. Post-module, educators outlined a greater diversity, z = 4.7, p < .01, and number, t(49) = 3.2, p < .01, d = .46, of steps and a greater number of classroom, z = 3.1. p < .01, r = .5. Conclusions. TeachABI was an effective professional development tool and improved educators’ approaches to the case study.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.PsychologyPedagogyNeurosciencesElectronic Thesis or Dissertation2023-12-08Brain injurySpecial educationDevelopmental psychologyNeuropsychology