Speech-Language Pathology and Concussion Management in Intercollegiate Athletics: The Miami University Concussion Management Program

Porter, Kelly Knollman; Constantinidou, Fofi; Marron, Kathleen Hutchinson

doi:10.1044/2014_ajslp-13-0126

Cited by 25 publications

(12 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kroshus and Baugh add to this the need for concussion education to be "theory-driven and population appropriate" (p. 187), as well as be developed collaboratively by scholars and students working in a variety of academic disciplines. It seems, then, an interdisciplinary approach (Kroshus & Baugh, 2016;Porter, Constantinidou, & Marron, 2014;Tator, 2012) to concussion education on college campuses that is grounded in a process-focused theoretical framework is most likely to beget the desired behavioral changes (increased concussion reportage). In the current study, a team of interdisciplinary researchers, three with backgrounds in athletic training and sports medicine and two with backgrounds in communication, have come together to evaluate and improve the efficacy of the concussion education program at our home institution.…”

mentioning

confidence: 99%

Sport-Related Concussion Education and the Elaboration Likelihood Model: Need for Cognition as Mediator Between Health Literacy and Concussion Education Efficacy

Turner

Tollison

Hopkins

et al. 2019

Communication & Sport

View full text Add to dashboard Cite

The current study examines the ways the elaboration likelihood model of persuasion can be applied to message design of concussion education programs. Results from a survey of collegiate athletes ( N = 353) illustrate that it is not only students’ generalized ability to understand health information (health literacy) that determines knowledge of concussion symptoms but also one’s motivation to think deeply about concussion protocols (need for cognition [NFC]). Current results show that NFC mediated the relationship between health literacy and the collegiate athletes’ knowledge of concussion symptoms. Collegiate athletes’ concussion protocols aimed at increasing concussion reportage rates should be multimodal (rather than standardized textual lecture-based approaches) to be better fit individualized approaches to cognitive processing of complex health-related messages and to begin to address the sociocultural contexts and complexities associated with athletes’ stay-on-the-field bias, which makes the burden of behavioral change particularly difficult in concussion education efforts.

show abstract

mentioning

confidence: 99%

Sport-Related Concussion Education and the Elaboration Likelihood Model: Need for Cognition as Mediator Between Health Literacy and Concussion Education Efficacy

Turner

Tollison

Hopkins

et al. 2019

Communication & Sport

View full text Add to dashboard Cite

show abstract

“…Chinn and Porter (2013) found that a majority of athletic trainers indicated that they communicated directly with instructors to coordinate academic accommodations for student-athletes. In contrast, Knollman-Porter et al (2014) found that it was the role of concussion clinic speech language pathologists to coordinate and notify professors of accommodations. Since policies related to coordinating concussion management may differ by institution, it may not be clear to students to whom they should report if they sustain a concussion, potentially increasing the likelihood that they do not seek supports.…”

Section: Concussion Managementmentioning

confidence: 98%

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

Tarconish

Lombardi

Madaus

et al. 2021

JVR

View full text Add to dashboard Cite

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.

show abstract

“…Expert literature (n = 10) provided symptom-specific accommodations to address individualized student care, [37][38][39][40]46,47,57,62,68 but little empirical work (n = 4) has addressed how accommodations might be tailored to individual student needs. 15,80,82,95 Recent evidence has pointed to the clinical value of identifying phenotypes of concussion, 129 both to determine highest risk for complicated recovery and to specify treatment approaches. 123,[130][131][132] Development of protocols for identifying subtypes, matching accommodations, and monitoring for early referral for rehabilitation in high-risk students would likely be of high value to RTL protocols.…”

Section: Critical Elements Of Return To Learn For Students With Concu...mentioning

confidence: 99%

“…Twenty-two (39.2%) articles investigated athletes or sports-related concussion. 10,73,[79][80][81][82][83][84][85][86][87][88][89][90] Intervention data from 37 studies (66.1%) were observational or survey data. Only 2 studies reported on controlled interventions 63,83 ; both targeted concussion education training programs to schools and change in knowledge and concussion management practices.…”

Section: Experimental Designs and Participantsmentioning

confidence: 99%

Critical Elements of Return to Learn for Students With Concussion: A Scoping Review

Kemp

O’Brien

2021

Journal of Head Trauma Rehabilitation

View full text Add to dashboard Cite

Objective: To identify critical elements of return to learn (RTL) for students with concussion and examine the state of the peer-reviewed published literature through a scoping review. Methods: Three electronic databases were systematically searched, and reference lists screened for articles addressing components of RTL protocols and accommodations for students with concussion. In total, 100 articles met inclusion criteria, including 56 empirical studies and 44 expert articles. Results: Four key components to RTL protocols were identified: RTL teams, management approaches, outcome measurement, and accommodations. Both bodies of literature agree on the importance of RTL teams, but evidence for specific monitoring tools and management approaches is less robust. Accommodations have been better addressed by experts than empirical evaluation. Empirical studies are largely cross-sectional, and many are survey based. Just 24 include student perspectives. Publication of expert literature has declined in frequency, as empirical studies have become more common. Conclusion: This scoping review describes the current landscape of RTL and provides guidance toward expanding the empirical literature to systematically determine best practices to serve students with concussion.

show abstract

Speech-Language Pathology and Concussion Management in Intercollegiate Athletics: The Miami University Concussion Management Program

Cited by 25 publications

References 47 publications

Sport-Related Concussion Education and the Elaboration Likelihood Model: Need for Cognition as Mediator Between Health Literacy and Concussion Education Efficacy

Sport-Related Concussion Education and the Elaboration Likelihood Model: Need for Cognition as Mediator Between Health Literacy and Concussion Education Efficacy

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

Critical Elements of Return to Learn for Students With Concussion: A Scoping Review

Contact Info

Product

Resources

About