Supporting the Literacy Skills of Adolescents with Traumatic Brain Injury

Miriam Krause; Lindsey Byom; Peter Meulenbroek; Stephanie Richards; Katy O'Brien

doi:10.1055/s-0034-1396447

Seminars in Speech and Language, Table of Contents

Semin Speech Lang 2015; 36(01): 60-73
DOI: 10.1055/s-0034-1396447

Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Supporting the Literacy Skills of Adolescents with Traumatic Brain Injury

Authors

Miriam Krause

¹Department of Speech-Language-Hearing Sciences, University of Minnesota: Twin Cities, Minneapolis, Minnesota
Lindsey Byom

²Walter Reed National Military Medical Center, Audiology and Speech Center, Bethesda, Maryland
Peter Meulenbroek

³Rehabilitation Institute of Chicago, Northwestern University, Chicago, Illinois
Stephanie Richards

⁴Department of Communication Disorders, Central Michigan University, Mount Pleasant, Michigan
Katy O'Brien

¹Department of Speech-Language-Hearing Sciences, University of Minnesota: Twin Cities, Minneapolis, Minnesota

Abstract

Traumatic brain injury (TBI) can affect developmental trajectories as well as language, attention, memory, executive functions, and other cognitive skills related to literacy. Literacy demands change through adolescence and into young adulthood, with academic literacy demands increasing and vocational literacy demands being introduced. Speech-language pathology services must evolve with the literacy needs of each client. This article discusses assessment and treatment approaches designed for adolescents with TBI and recommendations for adapting literacy interventions from the learning disabilities literature. Through proper assessment and intervention, speech-language pathologists can have a meaningful impact on the academic and vocational literacy needs of adolescents with TBI.

Keywords

Traumatic brain injury - reading - writing - adolescents

Full Text

References

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