Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

Lundine, Jennifer P.; Hall, Audrey

doi:10.1055/s-0040-1701685

Cited by 9 publications

(9 citation statements)

References 67 publications

(98 reference statements)

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“…, school (Haarbauer-Krupa et al, 2017;Hardin & Kelly, 2019;Kennedy & Krause, 2011;Lundine & Hall, 2020), and social participation (Meulenbroek et al, 2019;Sohlberg et al, 2019;Steel et al, 2013Steel et al, , 2017Togher, McDonald, & Code, 2014;Togher et al, 2010;Wiseman-Hakes et al, 2020). Other communication impairments that occur with less frequency include motor speech or articulation difficulties (e.g., dysarthria, apraxia; 1%-33%); aphasia (1%-2% traumatic brain injury [TBI], 68% stroke or aneurysm); voice disorders or difficulties with pitch, loudness, or quality (1%); and speech fluency difficulties (1%; MacDonald, 2017; Norman et al, 2013).…”

mentioning

confidence: 99%

The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

MacDonald¹

2021

Am J Speech Lang Pathol

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Purpose The communication service needs of individuals with acquired brain injuries (ABIs) are frequently overlooked, leading to delays, denials, or premature discharge from communication interventions. This is particularly true for those with subtle cognitive-communication deficits, which may not be apparent until sufficiently challenged at work, in school, or in the community. The purpose of this study was to evaluate a referral tool that could promote understanding of the broad range of communication impairments that occur following ABI and lead to improved identification and referral. Method This study evaluated the Cognitive-Communication Checklist for Acquired Brain Injury (CCCABI) through a survey. The CCCABI is a referral tool that summarizes 45 communication difficulties in 10 areas of cognitive-communication functioning. One hundred sixteen speech-language pathologists, 34 multidisciplinary referral sources, and 41 individuals with lived experience of brain injury were surveyed to evaluate the utility of this referral tool. Results The need for such a referral tool was endorsed by 96% of speech-language pathology respondents, 91% of multidisciplinary respondents, and 100% of respondents with lived experience of brain injury. Responses supported the CCCABI as a clear, comprehensive, and accessible tool for education and identification of the communication impairments that can occur after ABI. Conclusion The CCCABI is a means of increasing understanding of communication service needs following ABI in a manner that is accessible to individuals, families, program designers, funding sources, administrators, and multidisciplinary referral sources.

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confidence: 99%

The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

MacDonald¹

2021

Am J Speech Lang Pathol

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“…50,52,58,59,62,63 However, both studies examining pediatric populations used standardized or large-scale testing, while older populations used GPA. Lack of sensitive measures in younger populations, 108 as well as few (n = 1) longitudinal studies that could examine later effects of brain injury on academics, 63 leave the academic needs and experiences of younger populations unclear. Much more research is needed to describe and differentiate the needs of elementary from older students.…”

Section: Limitationsmentioning

confidence: 99%

Investigating the Student in Returning to Learn After Concussion: A Systematic Review and Meta‐Analysis

Kemp

O’Brien

2023

Journal of School Health

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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.

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“…Discourse assessment is recommended as a critical component of assessment to provide insight into daily communication competence and serve as an ecologically valid measure of change in therapy (Lundine & Hall, 2020). While current guidelines encourage discourse assessment as a practice standard in ABI, these documents provide limited information about how to elicit and analyse discourse skills.…”

Section: Discourse Assessment In Paediatric Abimentioning

confidence: 99%

“…This makes the assessment and treatment of discourse skills a clinical priority in young people to facilitate effective practice and delivery of targeted, and ecologically valid, interventions (Togher et al, 2014). A focus on discourse skills enables SLPs to identify and subsequently target impaired language "at the level of participation in everyday social life" (Togher et al, 2014, p. 361) and promote successful re-integration into communication contexts of the home, school, and community (Lundine & Hall, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Engaging in evidence-based practice (EBP) to target discourse-level language difficulties has been echoed by others (Coelho, 2007;Lundine & Hall, 2020). There are, however, recognised challenges associated with the clinical translation of research into CCDs, and their management, in ABI including population heterogeneity, inconsistent terminology, and variable methods for assessment, treatment, and outcome measurement (MacDonald & Wiseman-Hakes, 2010).…”

Section: Introductionmentioning

confidence: 99%

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An international survey of assessment and treatment practice for discourse in paediatric Acquired Brain Injury

Hill

Whitworth

Boyes

et al. 2022

International Journal of Speech-Language Pathology

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Purpose: Guidelines recommend routine discourse assessment and treatment in paediatric acquired brain injury (ABI) but provide little guidance for clinical practice. The degree to which this has influenced the nature of discourse assessment and treatment in clinical practice has not been examined in detail. Method: Speech-language pathologists working in paediatric ABI (clients aged <18 years) in Australia, New Zealand, the UK, the USA, Canada, and the Asia Pacific region were invited to complete a survey of discourse assessment and intervention practices (n=77). Result: Clinicians from Australia and New Zealand comprised over half of a responses (53%). The largest proportion had over 10 years' experience (60%), worked in the metropolitan area (58%), and with secondary school-age children (64%). Routine discourse assessment was undertaken by 80% of respondents, focussing on a limited range of genres. No preferred intervention approach was identified. One-quarter of clinicians routinely considered holistic factors during clinical decision-making. Limited normative data and treatment evidence, insufficient time and training were identified as clinical barriers. Conclusion: Assessment practices were consistent with guidelines, yet interventions were highly variable, reflecting limited evidence, client heterogeneity, time constraints, and limited training. A biopsychosocial approach to practice was evident, yet a focus on impairment level factors was prominent. Findings support the need for standardised discourse assessment and discourse intervention methods. Translation into practice guidelines would promote consistency and confidence in clinical practice.

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Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

Cited by 9 publications

References 67 publications

The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

The Cognitive-Communication Checklist for Acquired Brain Injury: A Means of Identifying, Recording, and Tracking Communication Impairments

Investigating the Student in Returning to Learn After Concussion: A Systematic Review and Meta‐Analysis

An international survey of assessment and treatment practice for discourse in paediatric Acquired Brain Injury

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