The findings replicate those of earlier studies demonstrating that lingual strength may be increased with a variety of exercise protocols and confirm that detraining effects may be observed when training is discontinued. The findings further suggest that the lingual musculature may demonstrate less dramatic training specificity than what has been reported for skeletal muscles.

The purpose of this study was to evaluate the feasibility of an intervention focused on improving personal narrative skills of school-age children with Down syndrome (DS) using an approach involving visual supports. Four females with DS, ages 10 through 15 years, participated in this multiple baseline across participants single-subject experimental design study. Participants completed 18 intervention sessions that targeted personal narrative goals. Parents completed a survey regarding their perspectives of the intervention. Two participants made small treatment gains in mean length of utterance. One participant had small to medium gains on all macrostructural measures. Parent perspectives were positive. Results support the feasibility of personal narrative interventions for individuals with DS when visual support is provided.

Traumatic brain injury (TBI) can affect developmental trajectories as well as language, attention, memory, executive functions, and other cognitive skills related to literacy. Literacy demands change through adolescence and into young adulthood, with academic literacy demands increasing and vocational literacy demands being introduced. Speech-language pathology services must evolve with the literacy needs of each client. This article discusses assessment and treatment approaches designed for adolescents with TBI and recommendations for adapting literacy interventions from the learning disabilities literature. Through proper assessment and intervention, speech-language pathologists can have a meaningful impact on the academic and vocational literacy needs of adolescents with TBI.

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.

Speech-language pathologists (SLPs) weigh at least three factors when engaging in evidence-based practice: client perspectives, external scientific evidence, and clinical expertise (American Speech-Language-Hearing Association, 2012). First, SLPs evaluate clients’ abilities and disabilities, and also assist clients in determining realistic and functional outcomes—that is, person-centered outcomes (PCOs). These goals are typically influenced by clients’ cultures, values, roles in society, and individualized aspirations. Second, this client-centered information is then compared and contrasted with the scientific evidence that has documented the benefits of intervention approaches used with clients who are similar and used to obtain these outcomes. Finally, SLPs’ expertise plays an integral role here too, including their prior experience with the intervention approach. The purpose of this article is to describe PCOs of individuals who are attending college during the chronic recovery phase of traumatic brain injury (TBI), and describe relationships between PCOs and therapeutic processes in a coaching approach with college students that includes the emerging evidence.

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 in the general public may have benefited from increased availability of education around concussion. Methods: At a public fair, 246 students, parents, and other adults completed a survey adapted from existing TBI and concussion knowledge surveys. Participants also rated their confidence in accuracy of their responses. Results: There were no group differences on TBI knowledge or confidence. Parents scored slightly higher on concussion knowledge than students, and knowing someone with a TBI or concussion was also associated with higher scores. Confidence was only weakly related to concussion knowledge. Overall concussion knowledge scores were higher than TBI knowledge scores. Knowledge and confidence were not associated with sports participation. Discussion: Given similarities in TBI knowledge across groups, but that parents outpace students in concussion knowledge, parents may have greater exposure or heightened awareness of concussion information education opportunities. Lower confidence in students suggests an openness to education and opportunities for prevention of injuries.

Objective: To identify critical elements of return to learn (RTL) for students with concussion and examine the state of the peer-reviewed published literature through a scoping review. Methods: Three electronic databases were systematically searched, and reference lists screened for articles addressing components of RTL protocols and accommodations for students with concussion. In total, 100 articles met inclusion criteria, including 56 empirical studies and 44 expert articles. Results: Four key components to RTL protocols were identified: RTL teams, management approaches, outcome measurement, and accommodations. Both bodies of literature agree on the importance of RTL teams, but evidence for specific monitoring tools and management approaches is less robust. Accommodations have been better addressed by experts than empirical evaluation. Empirical studies are largely cross-sectional, and many are survey based. Just 24 include student perspectives. Publication of expert literature has declined in frequency, as empirical studies have become more common. Conclusion: This scoping review describes the current landscape of RTL and provides guidance toward expanding the empirical literature to systematically determine best practices to serve students with concussion.

PURPOSE:Examine concussion effects on academic outcomes, including student perspectives. METHODS:This study included a systematic review and meta-analysis examining post-concussion school attendance, academic performance, perceptions of academic difficulty, and accommodations for students in elementary through college settings. The analysis considered pre-and post-injury factors, along with injury factors that contribute to post-concussion academic outcomes. RESULTS:The systematic review showed that students with concussion miss more school days and perceive higher levels of academic difficulty, but results about academic performance varied. Meta-analysis yielded small concussion effects on school absence and academic performance and moderate effects on perceptions of academic difficulty. Female sex, older age, history of migraine, prior concussions, severe or persistent symptoms, vestibular-ocular motor, and cognitive disruptions are risk factors, but these moderators were not identified in the meta-analysis due to lack of effect sizes. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY:This study confirmed negative concussion effects on academic absences, performance, and perceptions of academic difficulty. Identified contributing factors will guide future practices to support students returning to learn after concussion. CONCLUSIONS:Negative impacts to academics from concussion may be amplified by complicating factors. Future investigations are needed to confirm risk factors and mitigating effects of early identification and post-injury supports.