Purpose: We sought to document the cognitive-linguistic challenges experienced by 3 adults with concussion at varying lengths postinjury. Method: A multiple case study design utilized motivational interviewing techniques, 4 self-report measurement tools, and 5 standardized neurocognitive tests. The 1 female and 2 male participants were 1, 21, and…

Patients with cognitive concerns following mild traumatic brain injury (mTBI), often referred to as concussion, present with complex constellations of strengths and limitations. Increasing evidence indicates that psychosocial factors, as opposed to the injury itself, predict persistent symptoms. As an alternative to the traditional medical model,…

Purpose: The public has long had misconceptions about traumatic brain injury (TBI) and its effects. Concussion education targeted toward athletes has been increasing with passage of return-to-play laws in all 50 states. The current study examined differences in public knowledge about TBI and concussion, and the extent to which students and parents…

Purpose: We examined patterns in mild traumatic brain injury (mTBI) management and recovery exhibited by male and female athletes over the 19-year history of a Division 1 University Concussion Management Program. Methods: We examined 234 diagnosed mTBIs and compared time required to return to baseline on neurocognitive and self-report symptom…

Purpose: This retrospective case series utilized clinical data mining (CDM) to understand the potential key components in an integrated treatment approach delivered by speech-language pathologists (SLPs) treating adolescents experiencing persistent cognitive effects postconcussion. The first purpose was to describe the profiles of students treated…

Purpose: This study is part of the first systematic program in the Republic of Cyprus examining the prevalence of traumatic brain injury (TBI) in children, teenagers, and university students. The study incorporated the Greek Version of the Brain Injury Screening Questionnaire (BISQ-G) as the primary tool to identify students with TBI. Methods: The…

Survivors of brain injury from trauma and stroke often lose their sense of identity and face a series of lifelong obstacles that challenge their ability to integrate back into their communities and live meaningful and productive lives. Their stories provide powerful accounts of these challenges, which can inform clinical decision-making. Arguably,…

This exploratory qualitative study investigated the use of therapeutic writing for counseling long-term caregivers of spouses with brain injury and neurogenic communication disorders. Three participants wrote an average of six single-spaced pages of text. After analysis of the written text, the common themes of onset of diagnosis, anger, grief,…

This article describes intervention techniques for facilitating adolescent expository text comprehension that uses a blended approach, combining content instructional techniques with the use of facilitative strategies. The suggestions in this article are based on informal review of the literature and the author's clinical experience. An adolescent…

We examined uncomfortable moments that damaged rapport during group interactions between college students in training to become speech-language pathologists and adults with traumatic brain injury. The students worked as staff in a community-based program affiliated with a university training program that functioned as a recreational gathering…

The Pediatric Test of Brain Injury (PTBI) is designed to assess neurocognitive, language, and literacy abilities that are relevant to the school curriculum of children and adolescents recovering from brain injury. The PTBI is intended to help clinicians establish baseline levels of cognitive-linguistic abilities in the acute stages of recovery,…

A mild traumatic brain injury (TBI) constitutes the overwhelming majority of brain injury cases in children and adolescents. This article focuses on cerebral concussion, which can be viewed as a subset of mild TBI, which, until recently, has received limited attention in the pediatric assessment literature. Few extant measures appropriate to this…

Little is known about strategic learning ability in preteens and adolescents with traumatic brain injury (TBI). Strategic learning is the ability to combine and synthesize details to form abstracted gist-based meanings, a higher-order cognitive skill associated with frontal lobe functions and higher classroom performance. Summarization tasks were…

Adolescence is a time of significant physical, social, and emotional developments, accompanied by changes in cognitive and language skills. Underlying these are significant developments in brain structures and functions including changes in cortical and subcortical gray matter and white matter tracts. Among the brain regions that develop during…

Oral reading and expressive language skills were examined in 2 cohorts of children aged 5-15 years, who had mild, moderate, or severe traumatic brain injury. Children recruited prospectively from time of injury were assessed on 5 occasions over 2 years in a longitudinal study of change in reading skills, using the Gray Oral Reading Test-3rd…