School Functioning and Chronic Tension Headaches in Adolescents: Improvement Only After Multidisciplinary Evaluation

Claar, Robyn Lewis; Kaczynski, Karen J.; Minster, Anna; McDonald-Nolan, Lori; LeBel, Alyssa A.
June 2013
Journal of Child Neurology;Jun2013, Vol. 28 Issue 6, p716
Academic Journal
Pediatric patients with chronic tension-type headaches often experience significant school impairment. Although some improve after treatment with a neurologist, many require more comprehensive treatment. The authors examined whether school functioning and attendance improved after a multidisciplinary evaluation focusing on a return to functioning despite headaches. They also examined whether patients’ headaches improved. Participants were 47 adolescents ages 12-17, most of whom had not responded to past neurological treatment. Adolescents completed the PedsQL School Functioning Scale at evaluation, 2-3 months later, and again 6 months after evaluation. Information regarding headache frequency, severity and duration, and school attendance was obtained from medical records. Using repeated measures analyses of variance, the authors found that school functioning and attendance improved significantly from evaluation to follow-up, as did headache frequency and duration. An emphasis on returning to functioning can help patients with chronic, difficult-to-treat tension-type headaches improve in their school functioning and experience fewer, shorter headaches.


Related Articles

  • Untitled.  // UNESCO Sources;Dec94, Issue 64, p23 

    Reports on the 6th International Forum on Lifelong Integrated Education which was held in November 1994. Role of the Nomura Center for Lifelong Integrated Education, an NGO.

  • Integrating curricula. Reid, Ted // Music Educators Journal;Nov93, Vol. 80 Issue 3, p50 

    Cites the experience of a teacher in integrating music with academic subjects. Invitation of English classes to the final rehearsals of a high school chamber choir; Poetry in the text of the pieces.

  • Arts and academics: A partnership. Trent, Allen; Dwyer, William; Hammock, Janet; Hammock, Paul; Myers, Carol; Webb, Joan // Art Education;Jul98, Vol. 51 Issue 4, p33 

    Examines the theories of interdisciplinary teaching as illustrated by the Duxberry Park Arts Interdisciplinary Model Program in the Arts for Children and Teachers (IMPACT). History of IMPACT; Factors for success people; Collaboration and participation; Accountability and assessment.

  • Perspectives on Asheville '94. Byrnes, Heidi // Liberal Education;Winter95, Vol. 81 Issue 1, p36 

    Focuses on the 1994 conference in Asheville Institute on interdisciplinary general education. Gathering of several Georgetown University educators and scholars from different disciplines; Sharing as colleagues within the same institution; Examination and transformation of cultural and...

  • Designing effective interdisciplinary anchors. Barab, Sasha A.; Landa, Anita // Educational Leadership;Mar1997, Vol. 54 Issue 6, p52 

    Explains how to design effective interdisciplinary activities for students. Development of interdisciplinary curriculum; Framing of topics for maximum learning; Use of a complex problem as a curricular anchor; Requirements of an effective anchor; Orchestration of the disciplines; Structuring,...

  • Celebrating life experiences. Smith, David B. // Educational Leadership;May97, Vol. 54 Issue 8, p50 

    Reports on an interdisciplinary project conducted by students from Stonington, Connecticut. Interviews of senior citizens from the Mystic River Homes Congregate; Development of trusting attitudes with caring adults; Integration of skills and concepts in American history and English subjects.

  • Integrating the curriculum: First steps. Lapp, Diane; Flood, James // Reading Teacher;Feb94, Vol. 47 Issue 5, p416 

    Offers suggestions on how to develop an integrated curriculum. Case of Diane Curiel's class at Darnell Elementary School in San Diego, California; Selection of a theme; Collection of texts and other materials; Involvement of students; Grouping of students; Expansion of the theme; Assessment of...

  • The role of the disciplines in integrating curriculum. Jaeger, Michael; Davenport, M. Ruth // Reading Teacher;Sep96, Vol. 50 Issue 1, p64 

    Considers the role of the disciplines in an integrated curriculum. Roles of students and teachers' utilizing disciplinary perspectives; Examination of contexts; Holistic approach to study of a lake.

  • `To dwell with a boundless heart': On the integrated curriculum and the recovery of the earth. Jardine, David W. // Journal of Curriculum & Supervision;Winter90, Vol. 5 Issue 2, p107 

    Discusses various aspects of the concept of integrated curriculum. Going beyond mental exercises; Integration's impact on learning and education; Language of curricular discourse and teacher responsibility.


Read the Article


Sign out of this library

Other Topics