Neuroimaging and the school-based assessment of traumatic brain injury

2014 ◽  
Vol 34 (3) ◽  
pp. 479-492 ◽  
Author(s):  
Paul B. Jantz ◽  
Erin D. Bigler
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
School Based

Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury

2020 ◽  
Vol 41 (02) ◽  
pp. 195-208
Author(s):  
Katy H. O'Brien
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Best Practice ◽  
Speech Language Pathologists ◽  
School Based ◽  
Assessment And Treatment ◽  
Knowledge Barriers ◽  
Flexible Knowledge

AbstractSchool-based speech-language pathologists (SLPs) can play an important role in the recovery of children who have sustained a mild traumatic brain injury (mTBI). Two types of knowledge barriers are described here that impact the beliefs and ability of SLPs to respond to the needs of these students. Foundational knowledge is relatively stable over time, and encompasses basic definitions and understanding of the injury. In contrast, flexible knowledge addresses clinical management, including assessment and treatment, and should be regularly updated to align with current best practice recommendations. Clinicians are sensitive to this difference, seeking clinically applicable continuing education. However, general poor understanding of pediatric mTBI paired with rapidly advancing research in the field has led to widespread inaccuracies in both foundational and flexible knowledge. Suggestions are provided for educational initiatives and for advocacy of the role of SLPs in the care of students with mTBI.

Supporting Children With Traumatic Brain Injury in the Schools

2019 ◽  
Vol 4 (1) ◽  
pp. 177-187
Author(s):  
Elisabeth D'Angelo
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
School System ◽  
Brain Injuries ◽  
Traumatic Brain Injuries ◽  
Specific Intervention ◽  
Speech Language Pathologist ◽  
School Based ◽  
Identification Processes

Purpose The purpose of this article was to present an overview of pediatric traumatic brain injuries (TBIs), the school system process and how TBI can be approached within the system, and the ways that the school-based speech-language pathologist can support the child with TBI as part of a collaborative team. Recommendations Identification processes, assessment, intervention, and overall support of children with TBI in the schools were presented. Examples of criteria for qualification in special education, tests that can be utilized, and specific intervention goals and techniques were discussed. Focus on the factors that differentiate this population and make them difficult to identify was reviewed.

Traumatic Brain Injury

1996 ◽  
Vol 27 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Karen Hux ◽  
Mary Walker ◽  
Dixie D. Sanger
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Brain Injuries ◽  
Traumatic Brain Injuries ◽  
Large Percentage ◽  
Speech Language Pathologists ◽  
School Based ◽  
And Behaviors ◽  
Survey Responses ◽  
Positive Effect

School-based speech-language pathologists from 10 states responded to a survey concerning their readiness to provide services to students with traumatic brain injuries (TBIs). Survey responses provided a means of exploring speech-language pathologists’ knowledge of TBI and facilitated recognition of accurate and inaccurate conceptions held by school-based speech-language pathologists concerning the characteristics and behaviors, criteria for identification and verification, and procedures for the assessment, treatment, and reintegration of students with TBI. Findings indicated that training had a positive effect on speech-language pathologists’ knowledge of assessment, treatment, and overall management of students with TBI; however, a large percentage of school-based speech-language pathologists remain uncertain about providing services to students with TBI even after receiving specific TBI training. Furthermore, school-based speech-language pathologists continue to hold many misconceptions concerning TBI and its consequences.

Knowledge of Mild Traumatic Brain Injury Among Special Educators

2020 ◽  
pp. 002246692096278
Author(s):  
Steffany M. Chleboun ◽  
Amie M. King ◽  
Samantha L. Lukert ◽  
Wendy H. Weber
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Online Survey ◽  
Special Educators ◽  
Athletic Trainers ◽  
School Personnel ◽  
Management Team ◽  
School Based ◽  
Survey Results

Research on stakeholders in mild traumatic brain injury (mTBI) management in the schools has shown that several school personnel (e.g., nurses, athletic trainers, principals, speech-language pathologists) all contribute unique knowledge to a school-based mTBI management team. Special educators (SPEs) may be another stakeholder group that could provide additional knowledge and expertise in working with children in the schools following mTBI. We examined SPEs knowledge and perceptions of ability to support students with mTBI through an online survey. Results suggested that SPEs may provide unique, valuable knowledge that warrants their involvement on an mTBI management team. Similar to other school personnel, data from SPEs revealed specific areas of knowledge, as well as specific areas where knowledge was lacking. With additional focused continuing education and more clearly defined roles, SPEs may be an integral member of mTBI management teams.

Cognitive control constrains memory attributions

2019 ◽  
Vol 42 ◽  
Author(s):  
Colleen M. Kelley ◽  
Larry L. Jacoby
Keyword(s):  
Alzheimer’S Disease ◽  
Older Adults ◽  
Alzheimer's Disease ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Cognitive Control

Abstract Cognitive control constrains retrieval processing and so restricts what comes to mind as input to the attribution system. We review evidence that older adults, patients with Alzheimer's disease, and people with traumatic brain injury exert less cognitive control during retrieval, and so are susceptible to memory misattributions in the form of dramatic levels of false remembering.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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