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A Multicomponent Writing Intervention for a College Student with Mild Brain Injury
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Dinnes, Carly; Hux, Karen – Communication Disorders Quarterly, 2018
Written expression is a high-level language process susceptible to impairment given mild traumatic brain injury (mTBI); however, minimal research exists about assessing or treating this aspect of language performance. This study's purpose was to determine the effect of a multicomponent intervention on the written expression of an undergraduate…
Descriptors: Undergraduate Students, Writing Instruction, Intervention, Head Injuries
Misconceptions about Traumatic Brain Injury among Students Preparing to Be Special Education Professionals
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Hux, Karen; Bush, Erin; Evans, Kelli; Simanek, Gina – Support for Learning, 2013
The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final…
Descriptors: Misconceptions, Head Injuries, Special Education Teachers, Undergraduate Students
Invisible Injuries: The Experiences of College Students with Histories of Mild Traumatic Brain Injury
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Childers, Carrie; Hux, Karen – Journal of Postsecondary Education and Disability, 2016
This qualitative study explored the college life phenomenon as experienced by students with mild traumatic brain injury (MTBI). Previous research about such students has focused on topics including study strategy use, access of support services, and insights from caregivers or instructors. However, little attention has been paid to the perceptions…
Descriptors: Head Injuries, Brain, College Students, Special Needs Students
Learning and Study Strategies of Students with Traumatic Brain Injury: A Mixed Method Study
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Bush, Erin; Hux, Karen; Zickefoose, Samantha; Simanek, Gina; Holmberg, Michelle; Henderson, Ambyr – Journal of Postsecondary Education and Disability, 2011
The purpose of this research was to explore the perceptions of four college students with severe traumatic brain injury and people associated with them regarding the use of learning skills and study strategies. The researchers employed a concurrent mixed method design using descriptive quantitative data as well as qualitative multiple case study…
Descriptors: Head Injuries, Academic Achievement, Brain, Study Skills
Mild Traumatic Brain Injury: Facilitating School Success.
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Hux, Karen; Hacksley, Carolyn – Intervention in School and Clinic, 1996
A case study is used to demonstrate the effects of mild traumatic brain injury on educational efforts. Discussion covers factors complicating school reintegration, ways to facilitate school reintegration, identification of cognitive and behavioral consequences, minimization of educators' discomfort, reintegration program design, and family…
Descriptors: Adventitious Impairments, Case Studies, Elementary Secondary Education, Family School Relationship
Traumatic Brain Injury: Knowledge and Self-Perceptions of School Speech-Language Pathologists.
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Hux, Karen; And Others – Language, Speech, and Hearing Services in Schools, 1996
A survey of school-based speech-language pathologists (n=485) in 10 states found that training had a positive effect on respondents' knowledge of assessment, treatment, and overall management of students with traumatic brain injuries (TBI). However, many respondents were uncertain about providing services to students with TBI and many had…
Descriptors: Ancillary School Services, Attitudes, Elementary Secondary Education, Head Injuries