Social Skills Following Traumatic Brain Injury

Ylvisaker, Mark; Urbanczyk, Beth; Feeney, Timothy J.

doi:10.1055/s-2008-1064205

Cited by 19 publications

(6 citation statements)

References 11 publications

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“…Initial comparisons of treatment modalities in ABI efficacy research were restricted to contrasts of restoration and compensation approaches [1,9,69]. Yet treatment modalities have broadened considerably in the past 15 years with the addition of approaches such as participation [5], self coaching [62], apprenticeship models [67], communication partner training [51], and environmental approaches and curriculum based approaches in schools [2].…”

Section: Key Questionsmentioning

confidence: 99%

Perspectives on evidence based practice in ABI rehabilitation. “Relevant Research”: Who decides?

Wiseman-Hakes

MacDonald²,

Keightley

2010

NRE

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Growing evidence suggests that acquired brain injury (ABI) rehabilitation and research should be guided by a philosophy that focuses on: restoration, compensation, function and participation in all aspects of daily life. Such a broad, more pluralistic approach influences ABI rehabilitation research at a number of levels, including both the generation of evidence, and in searching for, critiquing and applying the evidence to practice. The objective of evidence based medicine/practice (EBM/EBP) is to apply and integrate clinical expertise with evidence gained through systematic research and scientific inquiry to medical/clinical practice. While there is abundant literature debating the practical and sociological implications of EBP, there has been limited examination of EBP within the inherently complex nature of ABI rehabilitation and rehabilitation research. This paper provides a framework for clinical decision making regarding evidence based practice in the context of ABI rehab including: 1. A discussion of the purpose of evidence based practice, 2. Levels of evidence relevant to ABI rehabilitation research, and 3. A rationale for incorporating a broader, more pluralistic concept of evidence or "person-centred EBP". We conclude with a series of key questions for the evaluation and application of systematic reviews of the evidence in the context of ABI rehabilitation.

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Section: Key Questionsmentioning

confidence: 99%

Perspectives on evidence based practice in ABI rehabilitation. “Relevant Research”: Who decides?

Wiseman-Hakes

MacDonald²,

Keightley

2010

NRE

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“…Australia in the late 1980s 1 and early 1990s, [2][3][4][5][6][7][8][9] just as I was starting my journey as a young speech pathologist working at the Lidcombe Hospital Head Injury Unit (with Skye McDonald) in Sydney. Many of Mark's early papers were published in Seminars in Speech and Language.…”

Section: Mark Ylvisaker's Influence Reachedmentioning

confidence: 99%

Training Everyday Communication Partners for Individuals with Traumatic Brain Injury: The Influence of Mark Ylvisaker

Togher

2010

Semin Speech Lang

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“…4 Mark Ylvisaker and his colleagues were early commentators highlighting the relationship between a disrupted executive system and disrupted communication, [5][6][7] and they provided insight into the link between social interaction, social behavior, and communication. 8,9 The extent to which individuals with TBI exhibit communication disability varies considerably; nevertheless, the literature reports common themes. Larkins 10 summarizes aberrant conversation behaviors, such as inappropriate topic switching and turn taking, difficulty with conciseness, self-focused conversation, inappropriate humor, inappropriate levels of self-disclosure, and word-finding difficulties.…”

Section: Communication Issues In Tbimentioning

confidence: 99%

“…The symptoms are primarily associated with cognitive deficits from frontotemporal pathology and diffuse axonal injuries and may lead to deficiencies or excesses of cognition and behavior resulting in communication problems such as being perceived as disinterested in the conversation 12 or excessive swearing or hyperverbosity. 13 Ylvisaker et al 8 note that the communication consequences of a TBI for many individuals negatively influence friendships, work, or study and frequently result in social isolation. Indeed, Larkins et al 3 found TBI participants engaged in communicative activities less than half as often as noninjured participants, and the range of activities and communicative partners were also significantly restricted.…”

Section: Communication Issues In Tbimentioning

confidence: 99%

Clinical Influences

Larkins¹

2010

Semin Speech Lang

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Mark Ylvisaker influenced a paradigm shift on approaches to assessment and intervention of individuals with a traumatic brain injury (TBI). This article describes the influence of Mark Ylvisaker on my speech-language therapy practice in TBI rehabilitation, from shaping assessment research through supporting a practical, problem-solving approach to intervention. In this article, only a small selection of his therapeutic concepts and recommendations are described. The concepts selected-context and meaningfulness, collaboration, and measuring performance-are those that are pertinent to functional communication assessment. The three interventions chosen illustrate the applicability of Mark Ylvisaker's work in different contexts and across different levels of disability following TBI. They are also selected as they promote personally satisfying communication for the client and illustrate the contribution that speech-language therapy may make to TBI rehabilitation overall.

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Social Skills Following Traumatic Brain Injury

Cited by 19 publications

References 11 publications

Perspectives on evidence based practice in ABI rehabilitation. “Relevant Research”: Who decides?

Perspectives on evidence based practice in ABI rehabilitation. “Relevant Research”: Who decides?

Training Everyday Communication Partners for Individuals with Traumatic Brain Injury: The Influence of Mark Ylvisaker

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