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Semin Speech Lang 2020; 41(02): 170-182
DOI: 10.1055/s-0040-1701685
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

Jennifer P. Lundine
1   Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio
2   Division of Clinical Therapies and Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, Ohio
,
Audrey Hall
1   Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio
› Author Affiliations
Further Information

Publication History

Publication Date:
10 March 2020 (online)

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Abstract

The subtle cognitive-communication challenges experienced by students with traumatic brain injury (TBI) are often missed, leaving these students with unmet needs in the school environment and increasing the likelihood for negative social, academic, and vocational outcomes. For children and adolescents with TBI, nonstandardized assessment offers several advantages over standardized assessment procedures, and may improve speech-language pathologists' ability to identify students who might benefit from intervention services. This article discusses curriculum-based assessment and discourse analysis specifically and uses case studies to demonstrate how these procedures can be used within the school environment. Nonstandardized assessment procedures are a valuable tool to measure a student's cognitive-communication abilities and the effects of intervention in real-world contexts.

Keywords

traumatic brain injury - students - adolescent - cognitive-communication - nonstandardized assessment - curriculum-based assessment - discourse analysis

Disclosures

J.P.L. receives salary from The Ohio State University and consultant fees from Nationwide Children's Hospital. She has no relevant nonfinancial disclosures.


A.H. has no relevant financial or nonfinancial disclosures.


 

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