Managing memory and metamemory impairments in individuals with traumatic brain injury. (2011). See ASHA's resource on assessment tools, techniques, and data sources. Burns, M. S. (2004). The epidemiology of traumatic brain injury in children and youths: A review of research since 1990. Interventions for children with premorbid deficits in knowledge and skills will differ from interventions for children who have not yet developed certain knowledge or skillsets (Turkstra et al., 2015). Seminars in Speech and Language, 26, 256–267. Ongoing assessment at various points post injury may be necessary to identify emerging deficits, particularly as cognitive-communication demands increase. The following are brief descriptions of both general and specific treatments for persons with cognitive-communication and swallowing disorders associated with TBI. See ASHA's resource titled, Evaluating and Treating Communication and Cognitive Disorders: Approaches to Referral and Collaboration for Speech-Language Pathology and Clinical Neuropsychology and ASHA's State-by-State web page. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 49–58. Ownsworth, T., Fleming, J., Tate, R., Shum, D. H., Griffin, J., Schmidt, J., . Facilitators—ability and willingness to use compensatory strategies for day-to-day communication and in the classroom; family support; motivation to improve function. Thurman, D. (2016). A., & Selassie, A. W. (2008). Accommodations are changes to the environment, task, or mode of response that allow an individual to access and participate in an activity without changing the activity itself. Disability support services staff may collaborate with SLPs to select courses, modify schedules, and implement accommodations (under Section 504 or similar plans, if applicable) that might include note takers, extended time for tests and assignments, and assistive technology (e.g., to help with reading and writing tasks). (2012a, July). Traumatic Brain Injury in Adults (Practice Portal). Disability support services staff may collaborate with SLPs to select courses, modify schedules, and implement accommodations (under Section 504 or similar plans, if applicable). Neurophysiology and Neurogenic Speech and Language Disorders, 1, 18–46. See ASHA's Practice Portal pages on Adult Dysphagia. . See ASHA's Practice Portal pages on Bilingual Service Delivery and Cultural Competence, and Collaborating With Interpreters, Transliterators, and Translators. Goal Attainment Scaling in brain injury rehabilitation: Strengths, limitations and recommendations for future applications. The roles of family members and caregivers will vary based on individual needs, severity of injury, family circumstances, cultural dimensions, and attitudes, beliefs, and expectations (Roscigno & Swanson, 2011). One of the main challenges in assessing infants, toddlers, and preschoolers is a lack of objective information regarding pre-injury function on which to base an evaluation of deficits (McKinlay & Anderson, 2013). Ylvisaker, M. E., Turkstra, L., & Coelho, C. (2005). Educating teachers, families, and other school personnel about TBI, how changes can affect learning and communication, and the possibility of delayed onset of symptoms following injury. Spaced retrieval (Sohlberg et al., 2005; Sohlberg & Turkstra, 2011) and method of vanishing cues (Sohlberg et al., 2005) are based on principles of errorless learning. National Institutes of Health. In addition to determining the type of speech, language, cognitive, and swallowing treatment that is optimal for children and youth with TBI, SLPs consider other service delivery variables that may affect treatment outcomes, including format, provider, dosage, and setting. Treatment with this population focuses on development of school readiness skills (H. G. Taylor et al., 2008). ), Traumatic brain injury: Rehabilitation, treatment, and case management. Grant, M., & Ponsford, J. Assistive technology for cognition following brain injury: Guidelines for device and app selection. The goal of dysphagia treatment is to support safe and efficient oral intake and to ensure adequate nutrition and hydration. Ongoing assessment can also be used to examine an individuals' responses to rehabilitation and to life after the injury. The goal of intervention in TBI is to achieve the highest level of independent function for participation in daily living. Data were collected from a consecutive sample of 255 subjects (ages 14 to 62 years) attending a TBI clinic in a general hospital. Preferred practice patterns for the profession of speech-language pathology. Available from www.asha.org/policy/. Speech-language pathology management of TBI in school-aged children. A variety of treatment approaches can be used in intervention for children with TBI. This type of intervention does not refer to the use of computers or electronic devices (e.g., electronic memory aids or web-based organizational assistants) as external aids. See ASHA's Practice Portal Page on Telepractice. (2003). Content Disclaimer: The Practice Portal, ASHA policy documents, and guidelines contain information for use in all settings; however, members must consider all applicable local, state and federal requirements when applying the information in their specific work setting. Available from www.asha.org/policy/. Kiresuk, T. J., Smith, A., & Cardillo, J. E. (2014). Clinicians consider the individual's arousal level and ability to tolerate therapy sessions, prognosis, stage in recovery, and frequency of other therapeutic activity when determining the appropriate frequency, intensity, and duration of services. © 1997- American Speech-Language-Hearing Association. Nonstandardized assessment procedures serve a variety of purposes, including identifying. capitalize on strengths and address weaknesses related to underlying structures and functions that affect communication; facilitate the individual's activities and participation by assisting the person in acquiring new skills and strategies; and. Hegde, M. N. (2018). American Journal of Speech-Language Pathology, 17, 299–317. Deidrick, K. K., & Farmer, J. E. (2005). Seminars in Speech and Language, 26, 256–267. MacDonald, S., & Wiseman-Hakes, C. (2010). Polypharmacy—the concurrent use of several medications—is common among individuals with multiple medical conditions, and some medications may worsen cognitive problems worse. Kennedy, M. R. T. (2006, October).

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