scholarly journals A Review through Dialogue: Ruthann Knechel Johansen’s “Listening in the Silence, Seeing in the Dark: Reconstructing Life after Brain Injury”

2018 ◽  
Vol 3 (2) ◽  
pp. 349-363
Author(s):  
Bonnie Lynn Nish
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Ripple Effect ◽  
Fatal Trauma ◽  
Car Accident

As educators, we never know what stories our students may be carrying with them. This book holds insights and treasures for anyone who has been witness to or experienced the hard fight back from a near fatal trauma and the resulting loss of identity. As educators, researchers, and parents it is important to understand the difficult struggle of returning to life after suffering from a traumatic brain injury. This book is a beautiful and heart-wrenching testament to that struggle, and the ripple-effect through family, friends, and community when circumstance changes an individual’s life in an instant. Ruthann Knechel Johansen has opened up many spaces which allow for contemplation, examination, and ultimately a dialogue in response to her son’s car accident and subsequent coma and traumatic brain injury.

scholarly journals Um convite à escrita: a história de um (não) disléxico (An invitation for written: The history of a (no) dyslexic )

2008 ◽  
Vol 6 (2) ◽  
pp. 193
Author(s):  
Fernanda Maria Pereira Freire
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Junior High School ◽  
Neurological Disorders ◽  
Seventh Grade ◽  
Writing Ability ◽  
History Of ◽  
Car Accident

O artigo discute dados de escrita de um homem de 27 anos (AL) que foi diagnosticado como disléxico na 7ª série do ensino fundamental – razão pela qual abandonou os estudos – e que sofreu, aos 23 anos, um traumatismo crânio-encefálico devido a um acidente automobilístico, o que ocasionou um quadro de Síndrome Frontal. O acompanhamento longitudinal, baseado nos pressupostos teórico-metodológicos da Neurolingüística Discursiva, mostra que: (1) ALnunca foi disléxico, (2) mesmo apresentando dificuldades decorrentes do quadro neurológico, ALé capaz de reconstruir a sua relação com a escrita.PALAVRAS-CHAVE: Neurolingüística. Síndrome Frontal. Escrita. Dislexia.ABSTRACT The article discusses writing datas of a 27 year-old-man (AL) who was diagnosed as dyslexic on the seventh grade of junior-high school – the reason he left his studies - and suffered a traumatic brain injury, when he was 23, due to a car accident, which led a Frontal Syndrome picture. The longitudinal follow-up - based on the theoretic referential theoretical of Discursive Neurolinguistics - shows that: (1) AL was never dyslexic, (2) AL is able to rebuild his relationship with the writing ability despite his neurological disorders. KEYWORDS: Neurolinguistic. Frontal Syndrome. Writing, Dyslexia.

Tools for the TBI Clinician

1999 ◽  
Vol 5 (1) ◽  
pp. 87-88
Author(s):  
Patricia S. Camplair
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Family Members ◽  
Technical Information ◽  
Severely Injured ◽  
Reference Book ◽  
Medical Assessment ◽  
Head Injured ◽  
Problems And Solutions ◽  
Car Accident

In P.S. This Accident Has Changed Everyone and Everything, Kathleen Griffiths has provided a useful reference book for family members of head-injured persons. The title comes from a letter from one such family member; short segments from the experiences of relatives and friends dot the text, fleshing out the personal side in an otherwise “meat-and-potatoes” text. Dr. Griffiths is commended for her translation of the basics of brain injury (from neuropathology to medical assessment and rehabilitation) into plain English, so that fairly technical information is accessible to the layperson. This is perhaps the greatest strength of the book. Clinicians will find the book particularly helpful for family members of severely injured persons with a lengthy period of coma and/or posttraumatic amnesia, and for whom some degree of significant residual impairment is highly likely.Coping With Mild Traumatic Brain Injury evoked mixed reactions, once my initial excitement to see such a book passed. Written by a psychologist who has survived a combined acquired and traumatic brain injury (cerebral bleed and associated car accident), and coauthored by a writer, the book does an admirable job of describing possible problems that occur following brain injury, along with numerous practical suggestions for coping with these. Excerpts from interviews with other BI survivors are included throughout the book to illustrate problems and solutions. Other strengths include the glossary and resource appendices at the end of the book.

scholarly journals From Test to Testimony: Resiliency After a TBI Diagnosis

2019 ◽  
Author(s):  
Quanisha Miffin ◽  
Archana Hegde ◽  
Paige Averett ◽  
Natalia Sira
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Car Accident ◽  
Different Cultures ◽  
Gathering Data

Autoethnographic research is a relatively new means of gathering data on oneself to connect to research and theory while advocating for change within a policy, law, and/ or environment. In this autoethnography I will recount the experience of my traumatic brain injury (TBI) diagnosis following a car accident and present a few implications for the professionals and members of the society at large surrounding the issue of TBI such as the need for awareness and understanding as well as the importance of therapy and other forms of care within different cultures. When I was first diagnosed, many people did not know what TBI was, what it stood for, or what symptoms could result. Although research has progressed with this diagnosis, there is still a long road ahead. The first step to change is recognizing that there is a problem. After the problem is recognized, the solution can begin.

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.

Traumatic Brain Injury: The Day My World Changed

ASHA Leader ◽  
2010 ◽  
Vol 15 (13) ◽  
pp. 38-38
Author(s):  
G. Gayle Kelley
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury
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