Social communication following traumatic brain injury part 2: Identifying effective treatment ingredients

Meulenbroek, Peter; Ness, Bryan; Lemoncello, Rik; Byom, Lindsey; MacDonald, Sheila; OʼNeil-Pirozzi, Therese M.; Sohlberg, McKay Moore

doi:10.1080/17549507.2019.1583281

Cited by 41 publications

(39 citation statements)

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“…, school (Haarbauer-Krupa et al, 2017;Hardin & Kelly, 2019;Kennedy & Krause, 2011;Lundine & Hall, 2020), and social participation (Meulenbroek et al, 2019;Sohlberg et al, 2019;Steel et al, 2013Steel et al, , 2017Togher, McDonald, & Code, 2014;Togher et al, 2010;Wiseman-Hakes et al, 2020). Other communication impairments that occur with less frequency include motor speech or articulation difficulties (e.g., dysarthria, apraxia; 1%-33%); aphasia (1%-2% traumatic brain injury [TBI], 68% stroke or aneurysm); voice disorders or difficulties with pitch, loudness, or quality (1%); and speech fluency difficulties (1%; MacDonald, 2017; Norman et al, 2013).…”

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confidence: 99%

“…International guidelines for cognitive-communication interventions recommend that individuals with communication disorders subsequent to brain injury be offered an appropriate treatment program by a speech-language pathologist (SLP; Togher, Wiseman-Hakes, et al, 2014). Evidence supports a variety of interventions to address these communication impairments (Cicerone et al, 2019;Cook et al, 2014Cook et al, , 2011Griffiths et al, 2016;Haarbauer-Krupa et al, 2017;Hardin & Kelly, 2019;MacDonald, 2017;MacDonald & Wiseman-Hakes, 2010;Meulenbroek et al, 2019;O'Neill-Pirozzi et al, 2016;Watter et al, 2016). Screening and referral for communication and cognitive interventions after ABI are standard protocol in guidelines internationally including in the United States (Centers for Disease Control and Prevention, 2015;Winstein et al, 2016), the United Kingdom (Scottish Intercollegiate Guidelines Network, 2013;Turner-Stokes, 2003), Europe (Task Force on Cognitive Rehabilitation et al, 2005), New Zealand (New Zealand Guidelines Group, 2007), Australia (Power et al, 2015), and Canada (CASLPO, 2015;Eskes et al, 2015; Institut national d'excellence en santé et en services sociaux-Ontario Neurotrauma Foundation [INESS-ONF], 2017b;Ontario Neurotrauma Foundation, 2018).…”

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confidence: 99%

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The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

MacDonald¹

2021

Am J Speech Lang Pathol

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Purpose The communication service needs of individuals with acquired brain injuries (ABIs) are frequently overlooked, leading to delays, denials, or premature discharge from communication interventions. This is particularly true for those with subtle cognitive-communication deficits, which may not be apparent until sufficiently challenged at work, in school, or in the community. The purpose of this study was to evaluate a referral tool that could promote understanding of the broad range of communication impairments that occur following ABI and lead to improved identification and referral. Method This study evaluated the Cognitive-Communication Checklist for Acquired Brain Injury (CCCABI) through a survey. The CCCABI is a referral tool that summarizes 45 communication difficulties in 10 areas of cognitive-communication functioning. One hundred sixteen speech-language pathologists, 34 multidisciplinary referral sources, and 41 individuals with lived experience of brain injury were surveyed to evaluate the utility of this referral tool. Results The need for such a referral tool was endorsed by 96% of speech-language pathology respondents, 91% of multidisciplinary respondents, and 100% of respondents with lived experience of brain injury. Responses supported the CCCABI as a clear, comprehensive, and accessible tool for education and identification of the communication impairments that can occur after ABI. Conclusion The CCCABI is a means of increasing understanding of communication service needs following ABI in a manner that is accessible to individuals, families, program designers, funding sources, administrators, and multidisciplinary referral sources.

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confidence: 99%

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The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

MacDonald¹

2021

Am J Speech Lang Pathol

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“…Underlying approaches were also identified by grouping intervention techniques into broader categories: cognitive, behavioral, psycho-emotional or education approaches and group processes. These categories were drawn from those developed and defined by Meulenbroek et al [46] in a review of social communication skills. The studies were grouped by population (i.e.…”

Section: Data Extraction and Synthesismentioning

confidence: 99%

Interventions that support adults with brain injuries, learning disabilities and autistic spectrum disorders in dating or romantic relationships: a systematic review

Exell

Hilari

Behn

2020

Disability and Rehabilitation

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To evaluate the current evidence on dating interventions, their theoretical underpinnings and effectiveness for adult neuro-atypical populations.Methods: A literature search was completed using CINAHL, Communication Source, PsycARTICLES, PsycINFO, SocINDEX, MEDLINE, Embase, AMED and EMB Reviews (all), for English-language, peer-reviewed studies into interventions for relationships or dating among adults with acquired brain injuries (ABI), learning disabilities or autistic spectrum disorder (ASD). Demographic data and intervention details were extracted for all included studies. Standard checklists were used for methodological quality and intervention description. Narrative synthesis for studies rating above poor quality.Results: A total of 11 studies (13 articles) were eligible, ABI (n=6), learning disability (n=4), ASD (n=1). These comprised five comparison or control group studies, two pre-post studies and four case studies. The methodological quality was varied, but intervention descriptions were generally poor. While all studies reported positive outcomes, firm conclusions on their effectiveness are difficult due to the high number of before-after analyses and variation in content and outcome measures used.2 Conclusions: More high-quality studies are needed to assess the effectiveness of interventions. Also, greater consensus is needed on the key behaviors for dating and relationships and the measures to assess these.

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“…The intervention should also promote and measure accuracy, efficiency and performance stability of skills and should include a plan for generalization (Meulenbroek et al . 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Deficits in the latter are prevalent after a TBI and targeting these skills can impact quality of life (Sohlberg et al 2019). The intervention should also promote and measure accuracy, efficiency and performance stability of skills and should include a plan for generalization (Meulenbroek et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Cognitive‐communication performance following mild traumatic brain injury: Influence of sex, age, education, site of lesion and bilingualism

LeBlanc

Seresova

Laberge-Poirier

et al. 2020

Intl J Lang & Comm Disor

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Background: Although previous research studies have defined several prognostic factors that affect cognitivecommunication performance in patients with all traumatic brain injury (TBI) severity, little is known about what variables are associated with cognitive-communication impairment in complicated mild TBI (mTBI) specifically. Aims: To determine which demographic and trauma-related factors are associated with cognitive-communication performance in the early recovery phase of acute care following a complicated mTBI. Methods & Procedures: Demographic and accident-related data as well as the scores on cognitive-communication skill measures in the areas of auditory comprehension (complex ideational material subtest of the Boston Diagnostic Aphasia Examination), verbal reasoning (verbal absurdities subtest of the Detroit Test of Learning Aptitude), confrontation naming (short form of the Boston Naming Test), verbal fluency (semantic category and letter category naming), and conversational discourse (conversational checklist of the Protocole Montréal d'évaluation de la communication) were retrospectively collected from the medical records of 128 patients with complicated mTBI admitted to a tertiary care trauma hospital. Multiple linear regressions analyses were carried out on the variables sex, age, education level, Glasgow Coma Scale (GCS) score, lesion site and bilingualism. Outcomes & Results: Females performed better than males on letter-category naming, while those more advanced in age performed worse on most cognitive-communication measures. Patients with higher education achieved better confrontation and letter-category naming, whereas reading comprehension results were worse with a lower GCS score. Bilingual individuals presented more difficulty in conversational discourse skills than those who spoke only one language. In terms of site of lesion, the presence of a right frontal injury was associated with worse auditory and reading comprehension and an occipital lesion was related to worse confrontation naming. Conclusions & Implications: Cognitive-communication skills should be evaluated early in all patients with complicated mTBI, but especially in those who are advanced in age, those with fewer years of education and those who present with lower GCS scores, in order to determine rehabilitation needs. The findings of this study will allow acute care clinicians to better understand how various demographic and injury-related factors affect cognitivecommunication skills after complicated mTBI and to better nuance the interpretation of their evaluation results in order to improve clinical care. Further study is required regarding the influence of lesion location, sex and bilingualism following complicated mTBI.

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Social communication following traumatic brain injury part 2: Identifying effective treatment ingredients

Cited by 41 publications

References 35 publications

The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

Interventions that support adults with brain injuries, learning disabilities and autistic spectrum disorders in dating or romantic relationships: a systematic review

Cognitive‐communication performance following mild traumatic brain injury: Influence of sex, age, education, site of lesion and bilingualism

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