Community Engagement in Prevention Research: The Centers for Disease Control and Prevention’s Prevention Research Centers’ National Community Committee

2009 ◽  
Vol 3 (1) ◽  
pp. 73-81 ◽  
Author(s):  
Sharrice White-Cooper ◽  
E. Yvonne Lewis ◽  
Ella Greene-Moton ◽  
Jo Anne Grunbaum ◽  
Barbara Gray
Keyword(s):  
Disease Control ◽  
Community Engagement ◽  
Prevention Research ◽  
Research Centers ◽  
National Community ◽  
Centers For Disease Control ◽  
Community Committee

scholarly journals Extramural Prevention Research at the Centers for Disease Control and Prevention

2001 ◽  
Vol 116 (1_suppl) ◽  
pp. 10-19 ◽  
Author(s):  
Lynda Doll ◽  
Ruth Berkelman ◽  
Allan Rosenfield ◽  
Edward Baker
Keyword(s):  
Disease Control ◽  
Prevention Research ◽  
Control And Prevention ◽  
Centers For Disease Control

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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