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Problem-based learning and civic engagement are complementary constructivist andragogical approaches that emphasize active learning by guiding students to develop their own understanding and knowledge of a topic through experience and reflection. By providing examples of clinical cases and community-based experiences, these approaches can enhance and expand the sociocultural perceptions of the students, while also allowing them an opportunity to develop the valuable interprofessional skill of collaboration. This article introduces the reader to these two andragogical approaches, and argues that, when implemented concurrently, these approaches are ideal for undergraduate students completing communication sciences and disorders degrees. These teaching methods provide students with an opportunity to cultivate a professional identity, and by assuming responsibility for their own learning, begin to develop research and clinical skills.

The results have implications for the development of rehabilitation interventions for social communication that provide individuals with TBI with the linguistic tools and communication opportunities necessary in order to successfully express identity and reveal masculinity.

Purpose: This study examined the perceptions of health care experiences by individuals with traumatic brain injuries (TBIs) across the recovery continuum, regarding care received by a variety of health care providers following their TBI. It sought to identify whether perceptions differed across mild, moderate, and severe participants, as well as acute, subacute, and chronic recovery. Method: Eighteen individuals with TBI were interviewed, using the Sydney Psychosocial Reintegration Scale–Second Edition (SPRS-2) and a semistructured interview about health care perceptions. A qualitative investigation employing two methods, interpretive phenomenological analysis (IPA) and Systemic Functional Linguistics (SFL; modality and appraisal analysis), provided a micro and macrolevel discourse analysis. Results: IPA analyses of SPRS-2 interviews differed across severity levels but included changes to relationships, identity, and changes to social engagement and activity. IPA results revealed three core themes related to the health care experiences across severity that encompassed (a) frustrations with providers and (b) lack of support in the chronic phase, and (c) that finding support is crucial. SFL results provided insight into how individuals appraised such experiences in light of their identity and personal perspectives. Key differences between individuals with mild, moderate, and severe TBI diagnoses were found, with those who experienced a mild TBI expressing the most discontent with services received. Participants were most satisfied with acute care and least satisfied with chronic phase support. Conclusions: The results of this study have significant implications for health care professionals interacting with individuals who have experienced a TBI. Facilitating improved communication, referrals, increased access to mental health counseling, and resources such as groups to support identity expression could improve the health care experience.

This article describes the various research methods that are implemented in the field of communication disorders. Research within this field is an expansive and continuously evolving phenomenon and is influenced by a variety of theoretical views from many disciplines, including anthropology, sociology, psychology, medicine, statistics, and philosophy. This review aims to summarize the many research methodologies that are available and the strategies of inquiry that can be used when deciding how to go about investigating one's topic of interest. Method: Qualitative, quantitative, and mixed-methods approaches to data are described, and the various designs and strategies of inquiry that are most commonly used in the field of communication disorders are outlined. References to particular publications are provided to allow the reader easy access to examples of research in the field that implements the discussed methodologies and strategies in an effective, efficient way. Conclusion: Review of the numerous methods of researching phenomena in our field of communication disorders informs readers of the options available in carrying out their research projects and enables one to make an informed decision regarding which methods and strategies are most suitable for one's particular research project.

This research examines the case of an individual with traumatic brain injury (TBI) and his swearword use. Verbal aggression in the form of swearwords is frequently reported in the clinical treatment of language after TBI, however it has not been examined from a linguistic perspective. This paper uses the principles of systemic functional linguistics to reveal the complex skills necessary to manipulate and employ swearwords. Hence, although clinicians often attribute excessive swearing in this population to reduced control of automatic responses, this paper reveals the skills employed in use of these words, which may pave the way for future strength based linguistic treatments for this population.

BackgroundThere is a growing body of literature that indicates positive outcomes of group treatment approaches to intervention for communication difficulties in chronic traumatic brain injury (TBI). The published research to date examines face‐to‐face group intervention.AimThis study draws on one of these approaches, ‘Improving Natural Social Interaction: Group reHabilitation after Traumatic brain injury’ (INSIGHT), and examines the adaptation of this program to a virtual setting. The principles underlying the program, which involved providing an authentic contextualised and natural environment for group interactions and enhancing opportunities for identity expression, were maintained.Methods & ProceduresSix participants with mild to severe TBI and cognitive communication difficulties participated in an 8‐week pilot program of the virtual INSIGHT program. Goal Attainment Scaling (GAS) scores completed over the course of the intervention served as the primary outcome measure. Secondary outcomes measures included The Repeatable Battery for the Assessment of Neuropsychological Status Update, The Awareness of Social Inference Test‐Revised, the La Trobe Communication Questionnaire and the Satisfaction with Life Scale.Outcomes & ResultsA mixed multilevel analysis revealed significant improvement in GAS scores. A Wilcoxon signed rank test revealed no significant changes in secondary measures.Conclusions & ImplicationsThere is a growing potential for this group treatment approach, in an online medium, and progress towards individualised goals was clear. The data have implications for examining the assessment measures typically used to document functional outcomes in clinical intervention. Future directions indicate a need to pursue more ecologically valid assessment methods.What this paper addsWhat is already known on the subject Recent literature has focused on the benefits of group intervention for cognitive communication diffuclties after traumatic brain injury (TBI). However, research to date examines only face‐to‐face group rehabilitation. As there has been a demand for a shift in the way we communicate worldwide, we must make adaptations to current intervention procedures to continue to serve individuals with diverse communication needs.What this paper adds to existing knowledge This study contributes new information about the feasibility of a virtual communication skills group for individuals with TBI. This virtual INSIGHT (Improving Natural Social Interaction: Group ehabilitation after Traumatic brain injury) group intervention facilitates progress towards collaboratively set communication goals and the online setting has the potential to increase the accessibility of these services.What are the potential or actual clinical implications of this work? Progress towards cognitive and social communication goals can be facilitated by an online group intervention. However, this progress was not correlated with scores on standard assessments of cognitive communication, social communication and quality of life. This has implications for the evaluation of the assessments typically used and their ecological validity and applicability to the communication context.

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