Traumatic Brain Injury (TBI) in School-Based Populations: Common Sequelae and Assistive Technology Interventions

2018 ◽  
Vol 2 (3) ◽  
pp. 310-321 ◽  
Author(s):  
Amy Pacos Martinez ◽  
Marcia J. Scherer ◽  
Timea Tozser
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Assistive Technology ◽  
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.

Smartphones as assistive technology following traumatic brain injury: a preliminary study of what helps and what hinders

2016 ◽  
Vol 39 (23) ◽  
pp. 2387-2394 ◽  
Author(s):  
Dana Wong ◽  
Kelly Sinclair ◽  
Elizabeth Seabrook ◽  
Adam McKay ◽  
Jennie Ponsford
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Assistive Technology ◽  
Preliminary Study

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.

An Assistive-Technology Intervention for Verbose Speech After Traumatic Brain Injury

2004 ◽  
Vol 19 (5) ◽  
pp. 366-377 ◽  
Author(s):  
Ned L. Kirsch ◽  
Michelle Shenton ◽  
Erin Spirl ◽  
Rich Simpson ◽  
Edmund LoPresti ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Assistive Technology ◽  
Technology Intervention
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