scholarly journals Project Career: Perceived benefits of iPad apps among college students with Traumatic Brain Injury (TBI)

Work ◽  
2017 ◽  
Vol 58 (1) ◽  
pp. 45-50
Author(s):  
K. Jacobs ◽  
A. Leopold ◽  
D.J. Hendricks ◽  
E. Sampson ◽  
A. Nardone ◽  
...  
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Perceived Benefits ◽  
Ipad Apps

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.

Intellectual and Emotional Functioning in College Students following Mild Traumatic Brain Injury in Childhood and Adolescence

2000 ◽  
Vol 15 (6) ◽  
pp. 1227-1245 ◽  
Author(s):  
Marc Marschark ◽  
Lynda M. Richtsmeier ◽  
John T. E. Richardson ◽  
Herbert F. Crovitz ◽  
Jacqueline Henry
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Emotional Functioning ◽  
Childhood And Adolescence

Bridging Person-Centered Outcomes and Therapeutic Processes for College Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (4) ◽  
pp. 143-151 ◽  
Author(s):  
Mary R. T. Kennedy ◽  
Katy H. O’Brien ◽  
Miriam O. Krause
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Functional Outcomes ◽  
Scientific Evidence ◽  
Recovery Phase ◽  
Clinical Expertise ◽  
Integral Role ◽  
Therapeutic Processes ◽  
Coaching Approach

Speech-language pathologists (SLPs) weigh at least three factors when engaging in evidence-based practice: client perspectives, external scientific evidence, and clinical expertise (American Speech-Language-Hearing Association, 2012). First, SLPs evaluate clients’ abilities and disabilities, and also assist clients in determining realistic and functional outcomes—that is, person-centered outcomes (PCOs). These goals are typically influenced by clients’ cultures, values, roles in society, and individualized aspirations. Second, this client-centered information is then compared and contrasted with the scientific evidence that has documented the benefits of intervention approaches used with clients who are similar and used to obtain these outcomes. Finally, SLPs’ expertise plays an integral role here too, including their prior experience with the intervention approach. The purpose of this article is to describe PCOs of individuals who are attending college during the chronic recovery phase of traumatic brain injury (TBI), and describe relationships between PCOs and therapeutic processes in a coaching approach with college students that includes the emerging evidence.

Speech-Language Pathologists' Practices for Addressing Cognitive Deficits in College Students With Traumatic Brain Injury

2020 ◽  
Vol 29 (4) ◽  
pp. 2226-2241
Author(s):  
Kristen Ackley ◽  
Jessica Brown
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
The United States ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Treatment Practices ◽  
Assessment And Treatment ◽  
Specific Assessment ◽  
Narrative Literature Review

Purpose Traumatic brain injury (TBI) accounts for a large percentage of death and disability in the United States. Survivors of TBI and their families often face impaired cognition (e.g., memory or attention). Currently, evidence supports the use of individualized cognitive therapy for individuals who experience TBI. Therefore, we conducted a modified narrative literature review of speech-language pathologists' practices relative to college students with TBI. Method We conducted a search across three platforms. Nine hundred sixty-three articles were reviewed by title. From this, 178 articles were selected to be reviewed by abstract and 36 articles were read in full. Of these, 13 articles were included in the review. Articles were selected for inclusion or exclusion based on specific criteria related to population and diagnosis. Results Overall, little evidence exists to guide clinicians regarding specific assessment and treatment practices for college students postinjury. The findings of this review article span four major areas: (a) general service delivery efforts, (b) education, (c) assessment, and (d) treatment. Conclusion Results of the literature search indicate that evidence is lacking to support specific practices for use by speech-language pathologists with this population and highlight future research needs to inform clinical practice.

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