See ASHA's Practice Portal page on Voice Disorders. Comprehensive documentation includes descriptions of these accommodations and modifications. See ASHA's Practice Portal pages on Bilingual Service Delivery and Cultural Competence, and Collaborating With Interpreters, Transliterators, and Translators. Assessment of Language-Related Functional Activities (ALFA) ... on 175 patients with neurogenic communication disorders resulting primarily from left or right hemisphere stroke and traumatic brain injury, and the patient level of care ranged from acute and subacute to home and outpatient settings. External aids are used to facilitate improved attention, time management, organization, and recall of events and information (Burns, 2004; Teasell et al., 2013). A coursebook on aphasia and other neurogenic language disorders. Setting refers to the location of treatment (e.g., home, community-based). Atlanta, GA: Author. Balance testing. In addition to determining the optimal treatment approaches for individuals with TBI, SLPs consider other service delivery variables—including format, provider, dosage, and timing—that may affect treatment outcomes. American Speech-Language-Hearing Association. Family-centered practice can provide a way to improve the family's ability to adapt to changes brought about by the TBI by helping family members communicate openly, identify priorities, and learn how to problem-solve together (Wade, 2006; Wade, Wolfe, Brown, & Pestian, 2005). San Diego, CA: Plural Publishing. Interdisciplinary collaboration is necessary to maximize the breadth and depth of skills tested and to ensure that the individual is not over-tested or subject to practice effects due to repeated exposure to the same or similar assessment tools. Findings from the speech-language and audiology assessments are considered in the context of findings from other professionals on the team. In N. D. Zasler, D. I. Katz, & R. D. Zafonte (Eds. See ASHA's Scope of Practice in Audiology (ASHA, 2018). The Strategic Memory and Reasoning Training (SMART) program is one example of a strategic learning intervention that teaches the student how to eliminate unimportant information; summarizing information in one's own words; and consider multiple interpretations (Cook, DePompei, & Chapman, 2011). See the Assessment section of ASHA's Practice Portal pages on Permanent Childhood Hearing Loss and Hearing Loss—Beyond Early Childhood. Fatigue, sensory issues, health concerns, and cognitive-communication deficits (e.g., language processing, reading and writing, verbal reasoning, memory, and pragmatics) can have a negative impact on performance (see, e.g., Meulenbroek et al., 2016; Meulenbroek & Turkstra, 2016). See ASHA's Person-Centered Focus on Function: Traumatic Brain Injury [PDF] for an example of goal setting consistent with ICF. Alex F. Johnson and Celia Hooper served as monitoring officers (vice presidents for speech-language pathology practices, 2000-2002 and 2003-2005, respectively.). Ongoing assessment at various points post injury may be necessary to identify emerging deficits, particularly as cognitive-communication demands increase. ), Treating neurodevelopmental disabilities: Clinical research and practice (pp. Ansaldo, A. I., & Marcotte, K. (2007). Toronto, Ontario, Canada: Ontario Neurotrauma Foundation. Cognitive rehabilitation: An integrative neuropsychological approach. School reentry following traumatic brain injury. Fager, S., & Spellman, C. (2010). Assessment and rehabilitative management of individuals with disorders of consciousness. Issues associated with preschool child traumatic brain injury. Functional goals take into account the child's and family's priorities and promote independence, generalization, and community competence across settings (Feeney & Ylvisaker, 2008; Sohlberg & Turkstra, 2011; Ylvisaker, Adelson et al., 2005). Sim, P., Power, E., & Togher, L. (2013). For example, sensory systems and the frontal lobes of the brain continue to develop past late adolescence (S. J. Taylor, Barker, Heavey, & McHale, 2013). (2001). Executive function and conversational strategies in bilingual aphasia. Asemota, A. O., George, B. P., Bowman, S. M., Haider, A. H., & Schneider, E. B. Washington, DC: Author. Preferred practice patterns for the profession of speech-language pathology. 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). An electronic survey about college experiences after traumatic brain injury. Aubut, J. Sohlberg, M. M., Ehlhardt, L., & Kennedy, M. (2005). See ASHA's Practice Portal pages on Aphasia, Spoken Language Disorders, Written Language Disorders, and Social Communication Disorder. American Journal of Speech-Language Pathology, 17, 299–317. Brain Injury, 14, 181–186. Contextualized interventions for children and adolescents with TBI are functional, personally relevant, nonhierarchical, and collaborative (Koole, Nelson, & Curtis, 2015). de Joode, E., van Heugten, C., Verhey, F., & van Boxtel, M. (2010). The ASHA Leader, 20, 46–50. The CDC (2019) identified the following leading causes: Falls were the leading cause of hospitalizations among adults 55 years of age and older (CDC, 2014). The assessment for children that have survived a pediatric TBI is a complex process. In addition to selecting tests that assess the targeted areas of deficit, clinicians must also evaluate if the tests selected have been normed for use with TBI. Family assessment and intervention. As cognitive, behavioral, academic, and social demands increase over time, children with TBI may demonstrate additional deficits not seen immediately following injury (Anderson et al., 2005; Gamino et al., 2009). Tate, R., Kennedy, M., Ponsford, J., Douglas, J., Velikonja, D., Bayley, M., & Stergiou-Kita, M. (2014). Although the overall rates of TBI are generally higher in boys than in girls, the incidence of mTBI is on the rise for girls (Lincoln et al., 2011). Services or do not receive appropriate services due to excessive drowsiness ) aids, sound masking, counseling and. Alternative behaviors acquired cognitive and communication partners to facilitate carryover when determining the most appropriate for. Different from those that are school or community based as cognitive-communication demands increase ansaldo, A. P., Power E.... The rehabilitation Act of 1973 TBI tend to be considered when selecting standardized. 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