A Multicomponent Writing Intervention for a College Student With Mild Brain Injury

Dinnes, Carly; Hux, Karen

doi:10.1177/1525740117716416

Cited by 12 publications

(2 citation statements)

References 31 publications

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“…Explicit instruction or feedback has been documented as an effective teaching strategy for students with TBI (Kennedy et al, 2008b). Dinnes & Hux (2018) developed a multicomponent writing intervention using this approach. The intervention provided opportunities for the participant to practice semantic associations, semantic mapping, proofreading, written organization, foundational skills, and developing writing goals.…”

Section: Essay Writing Interventionsmentioning

confidence: 99%

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

Tarconish

Lombardi

Madaus

et al. 2021

JVR

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BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

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Section: Essay Writing Interventionsmentioning

confidence: 99%

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

Tarconish

Lombardi

Madaus

et al. 2021

JVR

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show abstract

“…Emerging research also describes deficits in auditory comprehension, verbal expression, reading, writing, and social communication. [17][18][19][20][21] While these cognitive-linguistic areas of need parallel deficits in more severe forms of TBI, clinicians struggle with best practices for assessment. A recent study indicated that SLPs report feeling most uncomfortable with assessment of TBI over all other TBI-related clinical tasks.…”

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confidence: 99%

The Role of Speech-Language Pathology in an Interdisciplinary Care Model for Persistent Symptomatology of Mild Traumatic Brain Injury

Hardin

Kelly

2019

Semin Speech Lang

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The Marcus Institute for Brain Health (MIBH) provides interdisciplinary care for adults struggling with persistent effects of mild traumatic brain injury and accompanying changes in behavioral health, with specific emphases on Veterans and retired elite athletes. The cognitive, physical, and behavioral symptoms associated with mild traumatic brain injury are interrelated, with neurobiopsychosocial modeling encompassing the factors related to recovery from a traumatic brain injury. The diffuse impacts of chronic concussive injuries require multiple clinical providers to address the breadth of symptoms, facilitating both interdisciplinary and transdisciplinary care models. By implementing integrated practice units, patients receive advanced medical care, imaging, speech-language pathology, physical therapy, behavioral health, neuropsychology, and clinical pharmacy for a cohesive diagnostic and intervention plan. Nationally, speech-language pathologists report challenges with best-practice options for concussion, particularly in the domain of assessment practices. At the MIBH, speech-language pathologists begin their assessment with a structured clinical interview that focuses on patients' needs and concerns. Evaluation modalities focus on hearing, communication, and functional cognition to guide therapeutic treatment planning. The intensive outpatient care program at MIBH incorporates both individual sessions targeting patient-centered goals and group care, where speech-language pathologists work transdisciplinarily to generalize care from all disciplines out into the community. Care practices for concussive injuries continue to evolve rapidly; speech-language pathology at the MIBH offers one such vision for excellence in clinical care.

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Discourse Characteristics in Traumatic Brain Injury

Lê,

Coelho

2023

Spoken Discourse Impairments in the Neurogenic Populations

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A Multicomponent Writing Intervention for a College Student With Mild Brain Injury

Abstract: Students sustaining mild traumatic brain injuries (mTBIs) face a variety of physical and cognitive difficulties immediately postinjury. Most students overcome these difficulties within a few months, but a portion experience long-term effects (

Cited by 12 publications

References 31 publications

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

The Role of Speech-Language Pathology in an Interdisciplinary Care Model for Persistent Symptomatology of Mild Traumatic Brain Injury

Discourse Characteristics in Traumatic Brain Injury

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