Written language production and neuropsychological function in children with traumatic brain injury

Purpose Analyses of language production of individuals with traumatic brain injury (TBI) place increasing emphasis on microlinguistic (i.e., within-sentence) patterns. It is unknown whether the observed problems involve implementation of well-formed sentence frames or represent a fundamental linguistic disturbance in computing sentence structure. This study investigated the cognitive basis for microlinguistic deficits in individuals with TBI. Method Fifteen nonaphasic individuals with severe TBI and 6 age- and education-matched non brain–injured adults participated in this study. Monologic discourse samples were analyzed for pausing patterns, mazes, errors, and abandoned utterances. Measures of cognitive abilities were correlated with the sentence measures. Results The speakers with TBI produced more pauses between clauses (but not within clauses) as well as more mazes than did the non brain–injured speakers. Significant regression models were built. Raven's Coloured Progressive Matrices (Raven, 1965), a measure associated with working memory, predicted pause behavior, and Likenesses–Differences (Baker & Leland, 1967), a measure of executive function, predicted maze behavior. Conclusions Sentence planning impairments following TBI are associated with deficient organization and monitoring of language representations in working memory. These findings suggest that the deficits are due to problems in the recruitment and control of attention for sentence planning. These findings bear on sentence processing models that emphasize the activation, organization, and maintenance of language representations for accurate sentence production.

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Subcortical shape and neuropsychological function among U.S. service members with mild traumatic brain injury

Brain Imaging and Behavior ◽

10.1007/s11682-018-9854-8 ◽

2018 ◽

Vol 13 (2) ◽

pp. 377-388 ◽

Cited By ~ 3

Author(s):

David F. Tate ◽

Benjamin S. C. Wade ◽

Carmen S. Velez ◽

Ann Marie Drennon ◽

Jacob D. Bolzenius ◽

...

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Mild Traumatic Brain Injury ◽

Service Members ◽

Neuropsychological Function

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Traumatic Brain Injury and Higher Brain Dysfunction(Brain Surgery and Neuropsychological Function)

Japanese Journal of Neurosurgery ◽

10.7887/jcns.18.271 ◽

2009 ◽

Vol 18 (4) ◽

pp. 271-276

Author(s):

Yoshitaka Ohigashi

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Brain Dysfunction ◽

Brain Surgery ◽

Neuropsychological Function ◽

Special Issue ◽

Higher Brain Dysfunction

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Informal Written Language Analysis Methods: Case Examples of Adults With Traumatic Brain Injury

American Journal of Speech-Language Pathology ◽

10.1044/2021_ajslp-21-00196 ◽

2021 ◽

pp. 1-18

Author(s):

Carly R. Dinnes ◽

Karen Hux

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Written Language ◽

Assessment Tools ◽

Sentence Structure ◽

Story Grammar ◽

Written Narratives ◽

Case Examples ◽

Analysis Methods ◽

Macrostructure Organization

Purpose: Written expression challenges following traumatic brain injury (TBI) in adults have received little clinical attention but can substantially affect quality of life and the success of reintegration efforts. Assessment tools and procedures are lacking despite the likelihood of post-TBI problems with microstructure (e.g., productivity, spelling accuracy) and macrostructure (e.g., topic adherence, organization) aspects of written language. The lack of standardized procedures forces reliance on informal methods to determine writing strengths and challenges. Method: A combination of assessment procedures allowed for evaluation of the productivity and efficiency, adherence to writing conventions (e.g., spelling, sentence structure, punctuation), and macrostructure organization (e.g., story grammar, topic adherence) of written narratives collected from five adults with TBI. Results: Use of multiple assessment methods revealed disparate writing challenges across the five case examples. The differing writing profiles underscore the necessity of evaluating multiple aspects of written narratives. Conclusions: The described analysis methods can help clinicians determine areas of strength and challenge in written work generated by adults with TBI. Examination of multiple aspects of writing is key to garnering a comprehensive appraisal of post-TBI writing.

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Grammatical complexity in letters written by people with acquired brain impairment

Australian Review of Applied Linguistics Series S ◽

10.1075/aralss.19.06mor ◽

2005 ◽

Vol 19 ◽

pp. 87-102

Author(s):

Lynne Mortensen

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Systemic Functional Linguistics ◽

Writing Skills ◽

Written Language ◽

Cultural Perspective ◽

Language Resources ◽

Grammatical Complexity ◽

The Impact ◽

Normal Performance

This study investigated written language in the form of personal and formal letters written by 10 people who sustained a stroke and 10 people who sustained traumatic brain injury, and compared their performance with 15 non brain-damaged people. In order to explore the writing skills of these individuals from a socio-cultural perspective, a functional linguistic theory, Systemic Functional Linguistics, was adopted as the framework for analysis. Features of grammatical complexity were examined to ascertain the differential demands of the two text types on the writers’ language resources, and the impact of stroke and traumatic brain injury on participants’ writing abilities. Results of the analysis revealed patterns of both strength and deficit in the groups with acquired brain impairment. Variation as a feature of ‘disordered’ and ‘normal’ performance is highlighted and clinical implications discussed.

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Neuropsychological function 23 years after mild traumatic brain injury: A comparison of outcome after paediatric and adult head injuries

Brain Injury ◽

10.1080/02699050701528454 ◽

2007 ◽

Vol 21 (9) ◽

pp. 963-979 ◽

Cited By ~ 94

Author(s):

Erik Hessen ◽

Knut Nestvold ◽

Vicki Anderson

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Mild Traumatic Brain Injury ◽

Head Injuries ◽

Neuropsychological Function ◽

Adult Head

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Cognitive control constrains memory attributions

Behavioral and Brain Sciences ◽

10.1017/s0140525x19001869 ◽

2019 ◽

Vol 42 ◽

Author(s):

Colleen M. Kelley ◽

Larry L. Jacoby

Keyword(s):

Alzheimer’S Disease ◽

Older Adults ◽

Alzheimer's Disease ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Cognitive Control

Abstract Cognitive control constrains retrieval processing and so restricts what comes to mind as input to the attribution system. We review evidence that older adults, patients with Alzheimer's disease, and people with traumatic brain injury exert less cognitive control during retrieval, and so are susceptible to memory misattributions in the form of dramatic levels of false remembering.

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Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00092 ◽

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.

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