scholarly journals Recovery of injured Brocaʼs portion of arcuate fasciculus in the dominant hemisphere in a patient with traumatic brain injury

Medicine ◽  
2017 ◽  
Vol 96 (51) ◽  
pp. e9183 ◽  
Author(s):  
Sung Ho Jang ◽  
Ji Wan Ha ◽  
Hyun Young Kim ◽  
You Sung Seo
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Arcuate Fasciculus ◽  
Dominant Hemisphere

scholarly journals Pediatric traumatic brain injury: Language outcomes and their relationship to the arcuate fasciculus

2013 ◽  
Vol 127 (3) ◽  
pp. 388-398 ◽  
Author(s):  
Frédérique J. Liégeois ◽  
Kate Mahony ◽  
Alan Connelly ◽  
Lauren Pigdon ◽  
Jacques-Donald Tournier ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Arcuate Fasciculus ◽  
Language Outcomes ◽  
Pediatric Traumatic Brain Injury

scholarly journals Integrity of anterior corpus callosum is well related to language impairment after traumatic brain injury

2020 ◽  
Author(s):  
Hae In Lee ◽  
Minjae Cho ◽  
Yoonhye Na ◽  
Yu Mi Hwang ◽  
Sung-Bom Pyun
Keyword(s):  
Traumatic Brain Injury ◽  
Diffusion Tensor Imaging ◽  
Brain Injury ◽  
Corpus Callosum ◽  
Language Impairment ◽  
Diffusion Tensor ◽  
Function Evaluation ◽  
Healthy Controls ◽  
Language Function ◽  
Arcuate Fasciculus

AbstractBackgroundThe corpus callosum (CC) serves as the bridge that relays information between the two cerebral hemispheres, and is one of the most commonly injured areas after traumatic brain injury (TBI). This study was designed to investigate the association between the CC integrity and language function after TBI.MethodsWe retrospectively enrolled 30 patients with TBI who underwent diffusion tensor imaging and language function evaluation using the Western Aphasia Battery. The CC was divided into five segments (C1-C5) according to its projecting fibers using Hofer’s method, and fractional anisotropy (FA) values were measured using DSI studio software. The FA values of the left arcuate fasciculus and cingulum for language function and executive function, respectively, were also evaluated. Twelve healthy controls were also enrolled to compare the FA values of these tracts.ResultsThe FA values of the cingulum and left arcuate fasciculus were significantly correlated with all language scores. The FA values of the entire CC were significantly correlated with the fluency, repetition, and aphasia quotient scores. The FA values of the anterior CC segment (C1 and C2) significantly correlated with the aphasia quotient score; C1 with the fluency score; and C2 with the fluency, comprehension, and repetition scores. However, the FA values of the posterior CC (C3-C5) were not significantly correlated with any of the language subset scores.ConclusionThe language function in patients with TBI is correlated with the integrity of the white matter tracts important for language and attention processes. Moreover, disruption of the CC is common after TBI, and the anterior CC segment plays an important role in language impairment after TBI. Therefore, analyzing CC integrity using diffusion tensor imaging can help predict language impairment in patients with TBI.

scholarly journals Mapping cerebral connectivity changes after mild traumatic brain injury in older adults using diffusion tensor imaging and Riemannian matching of elastic curves

2020 ◽  
Author(s):  
Andrei Irimia ◽  
Di Fan ◽  
Nikhil N. Chaudhari ◽  
Van Ngo ◽  
Fan Zhang ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Differential Geometry ◽  
Diffusion Tensor Imaging ◽  
Brain Injury ◽  
Diffusion Tensor ◽  
Brain Connectivity ◽  
Arcuate Fasciculus ◽  
Post Injury ◽  
Elastic Curves ◽  
Diffusion Tensor Imaging Dti

Although diffusion tensor imaging (DTI) can identify white matter (WM) alterations due to mild cases of traumatic brain injury (mTBI), the task of within-subject longitudinal matching of DTI streamlines remains challenging in this condition. Here we combine (A) automatic, atlas-informed labeling of WM streamline clusters with (B) streamline prototyping and (C) Riemannian matching of elastic curves to quantitate within-subject WM changes, focusing on the arcuate fasciculus. The approach is demonstrated in a group of geriatric mTBI patients imaged acutely and ~6 months post-injury. Results highlight the utility of differential geometry approaches when quantifying brain connectivity alterations due to mTBI.

Cognitive control constrains memory attributions

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.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

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.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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