Psychometric properties of the college survey for students with brain injury: Individuals with and without traumatic brain injury

Kennedy, Mary; Krause, Miriam O. P.; O’Brien, Katy

doi:10.3109/02699052.2014.955883

Cited by 9 publications

(5 citation statements)

References 31 publications

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“…The current replication of a dynamic, individualized coaching builds upon findings from previous investigations by Kennedy and colleagues [6][7][8][9][10]. Importantly, a key finding is that the intervention needs to be individualized to suit the needs of the individual with an acquired brain injury.…”

Section: Discussionmentioning

confidence: 83%

“…Because teenagers and young adults ages 15-19 are some of the most common victims of TBI [5], the challenge overcoming brain damage while being enrolled in post-secondary education is of particular importance. Among these young persons with TBI, there is great variation in cognitive abilities as well as awareness of the impairment [6][7][8][9][10]. Taking such variations into account, survivors of TBI tend to display some level of learning difficulty, especially in acquiring and recalling new information, as well as the use of necessary learning strategies to do so [6][7][8][9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

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Replication of a dynamic coaching program for college students with acquired brain injury

Hoepner¹,

Salo²,

Weich³

2019

Clin Arch Commun Disord

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Section: Discussionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Replication of a dynamic coaching program for college students with acquired brain injury

Hoepner¹,

Salo²,

Weich³

2019

Clin Arch Commun Disord

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“…project for the development and implementation of the survey. All students were supervised by the last author, who has experience in survey development and brain injury in postsecondary students 35–38. A separate preliminary developmental survey of 950 students had participants describe common and plausible mechanisms of injury that might result in mTBI (see Supplemental Material 1, available at: http://links.lww.com/JHTR/A712).…”

Section: Methodsmentioning

confidence: 99%

“…All students were supervised by the last author, who has experience in survey development and brain injury in postsecondary students. [35][36][37][38] A separate preliminary developmental survey of 950 students had participants describe common and plausible mechanisms of injury that might result in mTBI (see Supplemental Material 1, available at: http:// links.lww.com/JHTR/A712). Those responses were used to develop the 6 injury vignettes representing various causes of injury within the categories of mechanisms of injury described by the Centers for Disease Control and Prevention.…”

Section: Csm Constructs Of Mtbi In College Studentsmentioning

confidence: 99%

Applying the Common-Sense Self-Regulation Model to Understand Illness Representations of Mild Traumatic Brain Injury in College Students

Kemp,

Neese,

Norton

et al. 2023

Journal of Head Trauma Rehabilitation

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Objective: The Common Sense Model (CSM) describes cognitive, emotional, and psychosocial factors that influence how health threats are processed and subsequently inform health-related decisions or actions. The purpose of this study was to examine psychosocial factors influencing coherence, or usefulness, of mild traumatic brain injury (mTBI) representations and their relationship to health-related decisions and actions. Setting: Public university. Participants: There were 458 graduate and undergraduate college students who participated in a web-based survey (mean age = 22 years; SD = 3.6). Design: A mixed-methods design randomized participants into 2 groups to examine perceptions of mTBI across differing injury mechanisms, or causes, by comparing actions recommended to a friend (Other; n = 214) with those generated for self (Self; n = 244). Main Measures: Seven common injury mechanisms representative of university student mTBI experiences were presented as vignettes (cause). Each vignette included open- and closed-ended questions framed from CSM constructs (identity, consequences, action plans, timeline, and social context). Data were analyzed using a series of chi-square tests and multiple analysis of variance. Post hoc analysis identified differences in the injury vignettes. Results: Students were more likely to identify the injury as mTBI (χ2 3 = 8.62, P = .035) and recommend immediate healthcare (F 1,415 = 316.89, P < .001) for all causes if the injury occurred to a friend as compared with themselves. Action plans also varied by cause, with post hoc analysis revealing a higher likelihood of healthcare seeking for motor vehicle crashes and assault and a lower likelihood for falls while intoxicated. Students were generally more likely to talk to closest confidants than doctors (F 8,398 = 33.66, P < .001). Conclusion: Cause appears to be a key construct in generating illness representations and associated action plans for seeking care, with lower perceived severity causes (eg, falls) resulting in little to no health-seeking action. In addition, social support appears to be important for college students when making decisions about their health.

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“…1 The academic challenges section consists of a set of 13 academic statements (e.g., "I forget what has been said in class") to which participants rate their agreement on a 5-point scale (1 = strongly disagree; 3 = neither agree nor disagree; 5 = strongly agree). This section of the CSS-BI is psychometrically sound and is described by a four-factor model of academic challenges, including difficulty with studying and learning, time-management and organization, social concerns, and nervousness/anxiety (Kennedy, Krause, & O'Brien, 2014).…”

Section: Methodsmentioning

confidence: 99%

Self-regulation strategies used by students with brain injury while transitioning to college

O’Brien

Schellinger

Kennedy

2018

NRE

Self Cite

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Abstract. PURPOSE:Students with TBI enter college with strategies that they have used prior to being injured yet often without knowing which ones will be effective in helping them to be successful. The purpose here is to describe how semi-structured interviews were used to identify self-regulated learning strategies, to demonstrate the utility and reliability of coding selfregulated learning strategies, and to provide examples of student-centered goals derived from survey and interview responses. METHODS: College students completed the College Survey for Students with Brain Injury (CSS-BI) and were interviewed before and after coaching support that focused on teaching self-regulated learning. Responses to interview questions about strategies were coded using a modified version of Zimmerman and Martinez-Pons's (1986) schema. Coders also rated strategies for specificity. RESULTS: Strategies were reliably coded into 16 categories of self-regulation. Inter and intra-reliability were strong. Four of the five students reported using a larger variety of self-regulation strategies and strategies that were more specific after coaching support. DISCUSSION AND CONCLUSIONS: It is possible to reliably code self-regulation learning strategies reported by college students with TBI. These measures have potential as functional 'outcomes' for students who are transitioning to college. Interview responses can be used to collaboratively create student-centered goals.

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Psychometric properties of the college survey for students with brain injury: Individuals with and without traumatic brain injury

Abstract: The college challenges sub-set from the CSS-BI identifies challenges that individuals with TBI face when going to college. Some challenges were related to two factors in the model, demonstrating the inter-connections of these experiences.

Cited by 9 publications

References 31 publications

Replication of a dynamic coaching program for college students with acquired brain injury

Replication of a dynamic coaching program for college students with acquired brain injury

Applying the Common-Sense Self-Regulation Model to Understand Illness Representations of Mild Traumatic Brain Injury in College Students

Self-regulation strategies used by students with brain injury while transitioning to college

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