{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T04:56:04Z","timestamp":1790571364138,"version":"4.1.0"},"reference-count":88,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T00:00:00Z","timestamp":1789603200000},"content-version":"vor","delay-in-days":16,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,9,1]],"date-time":"2026-09-01T00:00:00Z","timestamp":1788220800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100000155","name":"Social Sciences and Humanities Research Council of Canada","doi-asserted-by":"publisher","award":["430\u20102019\u20100714"],"award-info":[{"award-number":["430\u20102019\u20100714"]}],"id":[{"id":"10.13039\/501100000155","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Child"],"published-print":{"date-parts":[[2026,9]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Acquired brain injury (ABI) in childhood can lead to complex and lasting challenges that affect educational participation and outcomes. Despite the central role of educators in supporting students post\u2010ABI in the classroom, educators receive little to no formal training pertaining to ABI.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>\n                      This study explored how educators understand and apply knowledge gained from\n                      <jats:italic>TeachABI<\/jats:italic>\n                      , a brief, virtual professional development module designed to enhance educator capacity to support students with ABI in school settings.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Semistructured interviews were conducted with 29 educators in Ontario, Canada, following their completion of the\n                      <jats:italic>TeachABI<\/jats:italic>\n                      module. Data were analysed by two independent raters using directed content analysis guided by the theoretical domains framework to identify key categories related to knowledge acquisition, application and contextual influences.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Educators reported increased knowledge of ABI and classroom strategies, enhanced confidence and intentions to apply the material in practice. Educators connected new learning to prior personal and professional experiences, highlighting the value of reflection. Internal factors (e.g., perceived competence and motivation) and external factors (e.g., classroom size, school resources and family engagement) influenced the feasibility of applying strategies. Educators also expressed a desire for continued learning and access to additional ABI\u2010related resources.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      <jats:italic>TeachABI<\/jats:italic>\n                      is a promising tool for improving educator knowledge and preparedness to support students with ABI in the classroom. However, systemic and environmental barriers may impact educators' ability to apply knowledge and strategies learned in the classroom environment. Findings underscore the need for ongoing professional development and structural supports to facilitate inclusive education for students with ABI.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/cch.70349","type":"journal-article","created":{"date-parts":[[2026,9,18]],"date-time":"2026-09-18T01:04:58Z","timestamp":1789693498000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Examining Educators' Understanding and Application of Learnings From an Online Brain Injury Professional Development Module\n                    <i>\u2014TeachABI<\/i>"],"prefix":"10.1111","volume":"52","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2410-4237","authenticated-orcid":false,"given":"Christine C.","family":"Muscat","sequence":"first","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital  Toronto Canada"},{"name":"Rehabilitation Sciences Institute University of Toronto  Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8859-1583","authenticated-orcid":false,"given":"Sara A.","family":"Marshall","sequence":"additional","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital  Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6278-155X","authenticated-orcid":false,"given":"Alexa","family":"Irvin","sequence":"additional","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital  Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6251-6369","authenticated-orcid":false,"given":"Andrea","family":"Hickling","sequence":"additional","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital  Toronto Canada"},{"name":"Department of Occupational Science and Occupational Therapy University of Toronto  Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6638-6514","authenticated-orcid":false,"given":"Tijana","family":"Simic","sequence":"additional","affiliation":[{"name":"Rehabilitation Sciences Institute University of Toronto  Toronto Canada"},{"name":"Department of Speech\u2010Language Pathology, Temerty Faculty of Medicine University of Toronto  Toronto Canada"},{"name":"KITE Research Institute, Toronto Rehab University Health Network  Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kathryn","family":"Broad","sequence":"additional","affiliation":[{"name":"Department of Curriculum, Teaching, and Learning, Ontario Institute for Studies in Education University of Toronto  Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shannon E.","family":"Scratch","sequence":"additional","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital  Toronto Canada"},{"name":"Rehabilitation Sciences Institute University of Toronto  Toronto Canada"},{"name":"Department of Paediatrics University of Toronto  Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,9,17]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1542\/peds.2008\u20100607"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/09638288.2023.2218657"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.3109\/02699052.2016.1146963"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/09602011.2022.2062006"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/19415257.2017.1280524"},{"issue":"2","key":"e_1_2_11_7_1","first-page":"49","article-title":"Integrating Reflection and Assessment to Capture and Improve Student Learning","volume":"11","author":"Ash S. 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