scholarly journals The Power of Cross-Disciplinary Teams for Developing First Responder Training in TBI

Author(s):  
Jo L. Shackelford ◽  
Amy Cappiccie

Misunderstanding of the symptoms of traumatic brain injury (TBI) often leaves first responders ill-equipped to handle encounters involving subjects with brain injury. This paper details a cross-disciplinary project to develop and disseminate a training curriculum designed to increase first responders’ knowledge of and skills with TBI survivors. The article aims to assist other professionals in understanding the process of working within a cross-disciplinary team to develop and disseminate a training curriculum. Lessons learned based on the development of such a curriculum for first responders working with persons with TBI will be valuable to training coordinators and serve as best practices for implementing similar training programs for specialized learner groups.

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

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.


2002 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Thomas D. Upton ◽  
James Bordieri ◽  
Mary Ann Roberts

Social skill deficits following severe traumatic brain injury (TBI) are prevalent. However, the development and provision of pro-active treatments for these deficits during rehabilitation have not kept pace with the need. Previous research described the development and presented encouraging data for community-based intensive social skills and work readiness training programs for adults with a brain injury. Brain injury residuals present similar social and vocational challenges to professionals worldwide. As such, this paper proposes these rehabilitation services may be replicated across cultures. To facilitate crosscultural replication, a training framework is shared. Australian rehabilitation counsellors may use this framework to replicate these services and contribute to the community reintegration of adults with brain injury.


2017 ◽  
Vol 33 (10) ◽  
pp. 1693-1701 ◽  
Author(s):  
Patrick M. Kochanek ◽  
Jessica S. Wallisch ◽  
Hülya Bayır ◽  
Robert S. B. Clark

2009 ◽  
Vol 89 (9) ◽  
pp. 980-992 ◽  
Author(s):  
Matthew R. Scherer ◽  
Michael C. Schubert

Blasts or explosions are the most common mechanisms of injury in modern warfare. Traumatic brain injury (TBI) is a frequent consequence of exposure to such attacks. Although the management of orthopedic, integumentary, neurocognitive, and neurobehavioral sequelae in survivors of blasts has been described in the literature, less attention has been paid to the physical therapist examination and care of people with dizziness and blast-induced TBI (BITBI). Dizziness is a common clinical finding in people with BITBI; however, many US military service members who have been exposed to blasts and who are returning from Iraq and Afghanistan also complain of vertigo, gaze instability, motion intolerance, and other symptoms consistent with peripheral vestibular pathology. To date, few studies have addressed such “vestibular” complaints in service members injured by blasts. Given the demonstrated efficacy of treating the signs and symptoms associated with vestibular pathology, vestibular rehabilitation may have important implications for the successful care of service members who have been injured by blasts and who are complaining of vertigo or other symptoms consistent with vestibular pathology. In addition, there is a great need to build consensus on the clinical best practices for the assessment and management of BITBI and blast-related dizziness. The purpose of this review is to summarize the findings of clinicians and scientists conducting research on the effects of blasts with the aims of defining the scope of the problem, describing and characterizing the effects of blasts, reviewing relevant patients’ characteristics and sensorimotor deficits associated with BITBI, and suggesting clinical best practices for the rehabilitation of BITBI and blast-related dizziness.


2016 ◽  
Vol 79 (5) ◽  
pp. 309-322 ◽  
Author(s):  
Mary Stergiou-Kita ◽  
Alisa Grigorovich ◽  
Deirdre Dawson ◽  
Carolina Bottari ◽  
Debbie Hebert

Sign in / Sign up

Export Citation Format

Share Document