Subscribe to RSS
Please copy the URL and add it into your RSS Feed Reader.
https://www.thieme-connect.de/rss/thieme/en/10.1055-s-00000076.xml
Download PDF
Semin Speech Lang 2015; 36(01): 60-73
DOI: 10.1055/s-0034-1396447
DOI: 10.1055/s-0034-1396447
Supporting the Literacy Skills of Adolescents with Traumatic Brain Injury
Further Information
Publication History
Publication Date:
29 January 2015 (online)
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.
-
References
- 1 Steinberg L, Morris AS. Adolescent development. Annu Rev Psychol 2001; 52: 83-110
- 2 Faul M, Xu L, Wald M, Coronado V. Traumatic Brain Injury in the United States: Emergency Department Visits, Hospitalizations and Deaths 2002–2006. Atlanta, GA: Centers for Disease Control; 2010
- 3 Centers for Disease Control and Prevention (CDC). Injury prevention and control: traumatic brain injury. 2014 . Available at: http://www.cdc.gov/TraumaticBrainInjury/index.html . Accessed August 20, 2014
- 4 Adams JH, Jennett B, Murray LS, Teasdale GM, Gennarelli TA, Graham DI. Neuropathological findings in disabled survivors of a head injury. J Neurotrauma 2011; 28 (5) 701-709
- 5 Farbota KD, Bendlin BB, Alexander AL, Rowley HA, Dempsey RJ, Johnson SC. Longitudinal diffusion tensor imaging and neuropsychological correlates in traumatic brain injury patients. Front Hum Neurosci 2012; 6: 160
- 6 Konrad K, Gauggel S, Manz A, Schöll M. Inhibitory control in children with traumatic brain injury (TBI) and children with attention deficit/hyperactivity disorder (ADHD). Brain Inj 2000; 14 (10) 859-875
- 7 Levin HS, Hanten G, Zhang L , et al. Changes in working memory after traumatic brain injury in children. Neuropsychology 2004; 18 (2) 240-247
- 8 Turkstra LS, Williams WH, Tonks J, Frampton I. Measuring social cognition in adolescents: implications for students with TBI returning to school. NeuroRehabilitation 2008; 23 (6) 501-509. Available at: http://iospress.metapress.com/index/f53j8v4m07uw5662.pdf . Accessed on December 17, 2014
- 9 Coelho CA, Youse KM, Le KN. Conversational discourse in closed-head-injured and non-brain-injured adults. Aphasiology 2002; 16 (4–6) 659-672
- 10 Moran C, Kirk C, Powell E. Spoken persuasive discourse abilities of adolescents with acquired brain injury. Lang Speech Hear Serv Sch 2012; 43 (3) 264-275
- 11 Snow P, Douglas J, Ponsford J. Conversational assessment following traumatic brain injury: a comparison across two control groups. Brain Inj 1997; 11 (6) 409-429
- 12 Ferstl EC, Guthke T, von Cramon DY. Text comprehension after brain injury: left prefrontal lesions affect inference processes. Neuropsychology 2002; 16 (3) 292-308
- 13 Hawley CA. Reported problems and their resolution following mild, moderate and severe traumatic brain injury amongst children and adolescents in the UK. Brain Inj 2003; 17 (2) 105-129
- 14 Tsai MC, Tsai KJ, Wang HK , et al. Mood disorders after traumatic brain injury in adolescents and young adults: a nationwide population-based cohort study. J Pediatr 2014; 164 (1) 136-141.e1
- 15 Ewing-Cobbs L, Fletcher JM, Levin HS, Iovino I, Miner ME. Academic achievement and academic placement following traumatic brain injury in children and adolescents: a two-year longitudinal study. J Clin Exp Neuropsychol 1998; 20 (6) 769-781
- 16 Stewart-Scott AM, Douglas JM. Educational outcome for secondary and postsecondary students following traumatic brain injury. Brain Inj 1998; 12 (4) 317-331
- 17 Kennedy MR, Krause MO, Turkstra LS. An electronic survey about college experiences after traumatic brain injury. NeuroRehabilitation 2008; 23 (6) 511-520
- 18 Todis B, Glang A, Bullis M, Ettel D, Hood D. Longitudinal investigation of the post-high school transition experiences of adolescents with traumatic brain injury. J Head Trauma Rehabil 2011; 26 (2) 138-149
- 19 Brahm KD, Wilgenburg HM, Kirby J, Ingalla S, Chang CY, Goodrich GL. Visual impairment and dysfunction in combat-injured service members with traumatic brain injury. Optom Vis Sci 2009; 86 (7) 817-825
- 20 Manasse NJ, Hux K, Rankin-Erickson JL. Speech recognition training for enhancing written language generation by a traumatic brain injury survivor. Brain Inj 2000; 14 (11) 1015-1034
- 21 Crowe LM, Catroppa C, Babl FE, Rosenfeld JV, Anderson V. Timing of traumatic brain injury in childhood and intellectual outcome. J Pediatr Psychol 2012; 37 (7) 745-754
- 22 Chapman SB, McKinnon L, Levin HS, Song J, Meier MC, Chiu S. Longitudinal outcome of verbal discourse in children with traumatic brain injury: three-year follow-up. J Head Trauma Rehabil 2001; 16 (5) 441-455
- 23 Dennis M, Guger S, Roncadin C, Barnes M, Schachar R. Attentional-inhibitory control and social-behavioral regulation after childhood closed head injury: do biological, developmental, and recovery variables predict outcome?. J Int Neuropsychol Soc 2001; 7 (6) 683-692
- 24 Brookshire BL, Chapman SB, Song J, Levin HS. Cognitive and linguistic correlates of children's discourse after closed head injury: a three-year follow-up. J Int Neuropsychol Soc 2000; 6 (7) 741-751
- 25 Hay E, Moran C. Discourse formulation in children with closed head injury. Am J Speech Lang Pathol 2005; 14 (4) 324-336
- 26 Mah L, Arnold MC, Grafman J. Impairment of social perception associated with lesions of the prefrontal cortex. Am J Psychiatry 2004; 161 (7) 1247-1255
- 27 Kinsella G, Prior M, Sawyer M , et al. Neuropsychological deficit and academic performance in children and adolescents following traumatic brain injury. J Pediatr Psychol 1995; 20 (6) 753-767
- 28 Miller LJ, Donders J. Prediction of educational outcome after pediatric traumatic brain injury. Rehabil Psychol 2003; 48 (4) 237-241
- 29 Mealings M, Douglas J, Olver J. Considering the student perspective in returning to school after TBI: a literature review. Brain Inj 2012; 26 (10) 1165-1176
- 30 Belfiore M. In-Sites Research Group. Reading Work: Literacies in the New Workplace. Malwah, NJ: Erlbaum Associates; 2004
- 31 Eastin M, Glynn C, Griffiths R. Self-regulation of communication technology in the workplace. In: Anandarajan M, Teo T, Simmers C, , eds. The Internet and Workplace Transformation. Armonk, NY: M.E. Sharpe; 2006: 28-40
- 32 Penn C, Jones D. Functional communication and the workplace: a neglected domain. In: Worrall L, Frattali C, , eds. Neurogenic Communication Disorders: A Functional Approach. New York, NY: Thieme; 2000: 103-124
- 33 Goldman SR, Varma S, Coté N. Extending capacity-constrained construction integration: toward “smarter” and flexible models of text comprehension. In: Bruce Britton and Arthur Graesser, eds. Models of Understanding Text. New York, NY: Lawrence Eribaum Associates and Psychology Press; 1996: 73-113
- 34 Rapp DN, van den Broek P, McMaster KL, Kendeou P, Espin CA. Higher-order comprehension processes in struggling readers: a perspective for research and intervention. Sci Stud Read 2007; 11: 289-312
- 35 Zwaan RA, Radvansky GA. Situation models in language comprehension and memory. Psychol Bull 1998; 123 (2) 162-185
- 36 Suh S, Trabasso T. Inferences during reading: converging evidence from discourse analysis, talk-aloud protocols, and recognition priming. J Mem Lang 1993; 32 (3) 279-300
- 37 Meulenbroek P, Turkstra L, Bowers B. Characterizing common workplace communication skills for disorders associated with traumatic brain injury: a qualitative study. J Vocat Rehab
- 38 Baker L, Brown A. Metacognitive skills and reading. In: Kamil M, , ed. Handbook of Reading Research. Mahway, NJ: Erlbaum; 2000: 353-394
- 39 Ciccia AH, Turkstra LS. Cohesion, communication burden, and response adequacy in adolescent conversations. Adv. Speech-Language Pathol 2002; 4: 1-8
- 40 Turkstra LS, Byom LJ. Executive functions and communication in adolescents. The ASHA Leader 2010;
- 41 Goldman SR. Adolescent literacy: learning and understanding content. Future Child 2012; 22 (2) 89-116
- 42 Rietdijk R, Simpson G, Togher L, Power E, Gillett L. An exploratory prospective study of the association between communication skills and employment outcomes after severe traumatic brain injury. Brain Inj 2013; 27 (7–8) 812-818
- 43 Lê K, Mozeiko J, Coelho C. Discourse analyses: characterizing cognitive-communication disorders following TBI. The ASHA Leader 2011;
- 44 Griffiths G. Using the WHO-ICF framework to describe reading activity problems in high-functioning adults with neurological impairments. Perspect Neurophysiol Neurogenic Speech Lang Disord 2012; 22: 47-55
- 45 Kaplan JA, Brownell HH, Jacobs JR, Gardner H. The effects of right hemisphere damage on the pragmatic interpretation of conversational remarks. Brain Lang 1990; 38 (2) 315-333
- 46 Kennedy MRT, Coelho C. Self-regulation after traumatic brain injury: a framework for intervention of memory and problem solving. Semin Speech Lang 2005; 26 (4) 242-255
- 47 Miyake A, Friedman NP, Emerson MJ. Witzki AH, Howerter A, Wager TD. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: a latent variable analysis. Brain Inj 2000; 41 (1) 49-100
- 48 Chapman SB, Gamino JF, Cook LG, Hanten G, Li X, Levin HS. Impaired discourse gist and working memory in children after brain injury. Brain Lang 2006; 97 (2) 178-188
- 49 Moran CA, Nippold MA, Gillon GT. Working memory and proverb comprehension in adolescents with traumatic brain injury: a preliminary investigation. Brain Inj 2006; 20 (4) 417-423
- 50 Turkstra LS, Holland AL. Assessment of syntax after adolescent brain injury: effects of memory on test performance. J Speech Lang Hear Res 1998; 41 (1) 137-149
- 51 Daneman M, Carpenter P. Individual differences in working memory and reading. J Verbal Learn Verbal Behav 1980; 19: 450-466
- 52 Just MA, Carpenter PA. A capacity theory of comprehension: individual differences in working memory. Psychol Rev 1992; 99 (1) 122-149
- 53 Linderholm T, van den Broek P. The effects of reading purpose and working memory capacity on the processing of expository text. J Educ Psychol 2002; 94: 778-784
- 54 Boudreau D, Costanza-Smith A. Assessment and treatment of working memory deficits in school-age children: the role of the speech-language pathologist. Lang Speech Hear Serv Sch 2011; 42 (2) 152-166
- 55 Moran C, Gillon G. Language and memory profiles of adolescents with traumatic brain injury. Brain Inj 2004; 18 (3) 273-288
- 56 Berninger VW, May MO. Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. J Learn Disabil 2011; 44 (2) 167-183
- 57 Berkeley S, Scruggs TE. Mastropieri MA. Reading comprehension instruction for students with learning disabilities, 1995–2006: a meta-analysis. Remedial Spec Educ 2010; 31 (6) 423-436
- 58 Sohlberg MM, Griffiths GG, Fickas S. An evaluation of reading comprehension of expository text in adults with traumatic brain injury. Am J Speech Lang Pathol 2014; 23 (2) 160-175
- 59 MacLennan DL, MacLennan DC. Assessing readiness for post-secondary education after traumatic brain injury using a simulated college experience. NeuroRehabilitation 2008; 23 (6) 521-528
- 60 Kennedy MRT, Krause MO. Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports. J Head Trauma Rehabil 2011; 26 (3) 212-223
- 61 Vaughn S, Gersten R, Chard DJ. The underlying message in LD intervention research: findings from research syntheses. Except Child 2000; 67 (1) 99-114
- 62 Toglia JP. Generalization of treatment: a multicontext approach to cognitive perceptual impairment in adults with brain injury. Am J Occup Ther 1991; 45 (6) 505-516
- 63 Wilson C, Robertson IH. A home-based intervention for attentional slips during reading following head injury: a single case study. Neuropsychol Rehabil 1992; 2 (3) 193-205
- 64 Apel K, Swank LK. Second chances: improving decoding skills in the older student. Lang Speech Hear Serv Sch 1999; 30: 231-243
- 65 Guyer BP, Sabatino D. The effectiveness of a multisensory alphabetic phonetic approach with college students who are learning disabled. J Learn Disabil 1989; 22 (7) 430-434
- 66 Johnson KR, Layng TV. Breaking the structuralist barrier. Literacy and numeracy with fluency. Am Psychol 1992; 47 (11) 1475-1490
- 67 Hasbrouck J. Tindal GA. Oral reading fluency norms: a valuable assessment tool for reading teachers. Read Teach 2006; 59: 636-644
- 68 Downing JA, Sample KJ. Promoting fluency in adolescents with reading difficulties. Interv Sch Clin 2005; 40 (4) 243-246
- 69 Schmitter-Edgecombe M, Bales JW. Understanding text after severe closed-head injury: assessing inferences and memory operations with a think-aloud procedure. Brain Lang 2005; 94 (3) 331-346
- 70 Paris S, Myers M. Comprehension monitoring, memory, and study strategies of good and poor readers. J Literacy Res 1981; 13 (1) 5-22
- 71 Salmen D. Differences in Reading Comprehension Postacquired Brain Injury: Real or Imagined? [dissertation]. University of Utah, Salt Lake City, UT; 2004
- 72 Griffiths GG. Evaluation of a Reading Comprehension Strategy Package to Improve Reading Comprehension of Adult College Students with Acquired Brain Injuries [dissertation]. University of Oregon, Eugene, OR; 2013
- 73 Kennedy MRT, Coelho C, Turkstra L , et al. Intervention for executive functions after traumatic brain injury: a systematic review, meta-analysis and clinical recommendations. Neuropsychol Rehabil 2008; 18 (3) 257-299
- 74 Rath KA, Royer JM. The nature and effectiveness of learning disability services for college students. Educ Psychol Rev 2002; 14: 353-381
- 75 Yost DS, Shaw SF, Cullen JP, Bigaj SJ. Practices and attitudes of postsecondary LD service providers in North America. J Learn Disabil 1994; 27 (10) 631-640
- 76 Kennedy MRT, OBrien KH, Krause MO. Bridging person-centered outcomes and therapeutic processes for college students with traumatic brain injury. Perspect Neurophysiol Neurogenic Speech Lang Disord 2012: 143-151
- 77 Robinson F. Effective Study. 6th ed. New York, NY: Harper & Row; 1978
- 78 Stangl W, Robinson F. Effective Study. New York, NY: Harper & Row; 1970
- 79 Ferretti RP, Andrews-Weckerly S, Lewis WE. Improving the argumentative writing of students with learning disabilities: descriptive and normative considerations. Read Writ Q 2007; 23: 267-285
- 80 Santangelo T, Harris KR, Graham S. Using self-regulated strategy development to support students who have “trubol giting thangs into werds”. Remedial Spec Educ 2008; 29: 78-89
- 81 Berninger VW, Nielsen KH, Abbott RD, Wijsman E, Raskind W. Writing problems in developmental dyslexia: under-recognized and under-treated. J Sch Psychol 2008; 46 (1) 1-21
- 82 Eckes S, Ochoa T. Students with disabilities: transitioning from high school to higher education. Am Secondary Educ 2005; 33 (3) 6-21
- 83 Johnston CL. The learning disabled adolescent and young adult: an overview and critique of current practices. J Learn Disabil 1984; 17 (7) 386-391
- 84 Ciuffreda KJ, Kapoor N, Rutner D, Suchoff IB, Han ME, Craig S. Occurrence of oculomotor dysfunctions in acquired brain injury: a retrospective analysis. Optometry 2007; 78 (4) 155-161
- 85 Jury MA, Flynn MC. Auditory and vestibular sequelae to traumatic brain injury: a pilot study. N Z Med J 2001; 114 (1134) 286-288
- 86 Castriotta RJ, Wilde MC, Lai JM, Atanasov S, Masel BE, Kuna ST. Prevalence and consequences of sleep disorders in traumatic brain injury. J Clin Sleep Med 2007; 3 (4) 349-356
- 87 Nampiaparampil DE. Prevalence of chronic pain after traumatic brain injury: a systematic review. JAMA 2008; 300 (6) 711-719