Exploring cognitive support use and preference by college students with TBI: A mixed-methods study

The value of social networks to individuals with a severe traumatic brain injury: a mixed methods approach

PURPOSE

In this study, we investigate the nature and strength of the social relations of working-age individuals who have survived a severe traumatic brain injury.

MATERIALS AND METHODS

Fifty-three survivors diagnosed with severe traumatic brain injury completed the social network analysis questionnaire, enabling us to map their social networks using the software program EgoNet.QF. This was combined with interviews with four survivors and their significant members of their network and constructed narrative cases of the resources gained from their network.

RESULTS

Half the survivors lost friends because of the brain injury. The most common social network post injury comprised parents followed by spouses. Close relatives experienced a dramatic change in the nature of their relationships with the survivor. They also struggled greatly with the rehabilitation health system, which in many cases affected their own careers.

CONCLUSION

Persons with severe traumatic brain injury and their close relatives predominantly learn to manage the new situation, with functionality driving social interaction. However, as social networks often are limited to the close family, these individuals are placed in a vulnerable position.IMPLICATIONS FOR REHABILITATIONExisting networks (whether few or many) are of major importance for individuals with traumatic brain injury in the rehabilitation process.Close social relations possess knowledge about the survivor with traumatic brain injury that is important for the rehabilitation process.To support individuals and their families who lack strong resources and social networks, health care professionals should systematically identify these persons from admission to hospital and primary care.When these persons have been identified, individual plans for how to strengthen their network can be developed in collaboration with the individuals and their existing social network.

Utilizing the BAT-LQ to assess TBI incidence in a college student population

OBJECTIVE

Although the annual number of traumatic brain injuries (TBIs) reported in the US exceeds two million, data suggests that this is an underestimate. The goal of this study was to understand lifetime TBI incidence among a sample of college students. Additionally, this study examined whether a single yes/no question regarding TBI history was sufficient to gather accurate information about TBI incidence in college students.

DESIGN

Participants were asked a single TBI question and administered the BAT-LQ.

MAIN MEASURES

The BAT-LQ is a screening tool designed to assess for probable lifetime TBIs.

RESULTS

Data from 121 participants were analyzed for this study. On the single-question, 24.8% of participants reported experiencing a TBI. However, upon further prompting, 76.8% of all participants reported experiencing a blow to the head accompanied by at least one diagnostic symptom of a TBI, suggesting a probable TBI based on best-practice diagnosis guidelines.

CONCLUSION

The results of this study suggest that increased education about TBI is warranted to ensure that individuals receive care for probable TBIs, as many individuals likely lack knowledge about what constitutes a TBI diagnosis. Additionally, the results suggest that a single question may not be sufficient to capture true lifetime TBI incidence.

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

The student journey: Living and learning following traumatic brain injury

Primary objective: In this research we set out to gain further understanding of the experiences of students participating in secondary and tertiary education following TBI: exploring academic and non-academic factors, as well as changes in experiences over time.Methods and procedures: A longitudinal, qualitative investigation was completed. 12 students (17-32 years) completed up to three in-depth interviews over a period of 4-15 months, capturing atotal of 30 time points. Data were analyzed using grounded theory methods.Main outcomes and results: Students' participation experiences were unique and varied with different timelines and outcomes, however they shared many similar critical points. We interpreted their experiences as a student journey traveling through four significant landscapes, "Choosing to study", "Studying", "Deciding what to do", "Making the next step." Journeys involved complex processes of living and learning. Moving along the pathway was not always smooth or straightforward.Conclusions: Students' experiences of returning to study following TBI can be interpreted as a complex journey of living and learning. Four important stages of the journey provide clinicians and educators with landscape features that can provide a structure for exploring supports to address both academic and non-academic factors to assist students in their study journey.

Speech-Language Pathologists' Practices for Addressing Cognitive Deficits in College Students With Traumatic Brain Injury

Purpose Traumatic brain injury (TBI) accounts for a large percentage of death and disability in the United States. Survivors of TBI and their families often face impaired cognition (e.g., memory or attention). Currently, evidence supports the use of individualized cognitive therapy for individuals who experience TBI. Therefore, we conducted a modified narrative literature review of speech-language pathologists' practices relative to college students with TBI. Method We conducted a search across three platforms. Nine hundred sixty-three articles were reviewed by title. From this, 178 articles were selected to be reviewed by abstract and 36 articles were read in full. Of these, 13 articles were included in the review. Articles were selected for inclusion or exclusion based on specific criteria related to population and diagnosis. Results Overall, little evidence exists to guide clinicians regarding specific assessment and treatment practices for college students postinjury. The findings of this review article span four major areas: (a) general service delivery efforts, (b) education, (c) assessment, and (d) treatment. Conclusion Results of the literature search indicate that evidence is lacking to support specific practices for use by speech-language pathologists with this population and highlight future research needs to inform clinical practice.

Writing Changes and Perceptions After Traumatic Brain Injury: "Oh, by the way, I can't write"

PURPOSE

Language and cognitive disruptions following traumatic brain injury (TBI) can negatively affect written expression and may result in increased difficulty achieving academic, vocational, social, and personal goals; however, scarce literature exists about TBI's effect on writing abilities. The purpose of this qualitative study was to describe the experiences and perceptions of people with TBI regarding their engagement in writing activities.

METHOD

A transcendental phenomenological design structured the research. Data collection from 11 adults with TBI included gathering demographic and background information, completion of a TBI Symptom Checklist, and engagement in semistructured interviews.

RESULTS

Four major themes and 21 subthemes about postinjury writing recovery and current writing status emerged from the data analysis. Participants reported the extent to which writing difficulties interfered with daily activities and identified support strategies used to address persistent challenges.

CONCLUSION

Understanding the writing experiences and perceptions of people with TBI can guide professionals in designing assessments and interventions to facilitate educational, vocational, social, and personal success following injury.