Download PDF
Semin Speech Lang 2020; 41(02): 183-194
DOI: 10.1055/s-0040-1701686
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Cognitive-Communication Interventions for Youth with Traumatic Brain Injury

Sarah A. Laane
1   Center for BrainHealth, The University of Texas at Dallas, Dallas, Texas
2   School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, Texas
,
Lori G. Cook
1   Center for BrainHealth, The University of Texas at Dallas, Dallas, Texas
2   School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, Texas
› Author Affiliations
Further Information

Publication History

Publication Date:
10 March 2020 (online)

   Permissions and Reprints

Abstract

Traumatic brain injuries (TBIs) are relatively common in the pediatric population, yielding several potential challenges across a wide range of skills and abilities. Cognitive-communication disorders are particularly prevalent, with implications for long-term academic and social outcomes. While considerable evidence exists for identifying and characterizing the effects of cognitive-communication deficits, evidence informing effective interventions is still emerging. This review includes discussion of individual factors that affect treatment needs and outcomes as well as evidence that supports cognitive-communication intervention approaches at both a fundamental/discrete and integrated level. Also addressed is the need for modifying contextual factors that may be barriers as well as augmenting facilitators of successful communication and participation, including collaboration with everyday communication partners and identification and use of appropriate accommodations. Overall, research suggests a growing trend toward interventions that are individualized, dynamic, and combine multiple approaches for cognitive-communication treatment after pediatric TBI.

Keywords

cognitive-communication - traumatic brain injury - intervention - pediatric

Disclosures

S.A.L. has no financial or nonfinancial interests to disclose.


L.G.C. has no financial or nonfinancial interests to disclose.


 

  • References

  • 1 Cermak CA, Scratch SE, Reed NP, Bradley K, Quinn de Launay KL, Beal DS. Cognitive communication impairments in children with traumatic brain injury: a scoping review. J Head Trauma Rehabil 2019; 34 (02) E13-E20
    CrossrefPubMedGoogle Scholar
  • 2 Turkstra LS, Politis AM, Forsyth R. Cognitive-communication disorders in children with traumatic brain injury. Dev Med Child Neurol 2015; 57 (03) 217-222
    CrossrefPubMedGoogle Scholar
  • 3 DePompei R, Blosser JL. Pediatric Traumatic Brain Injury: Proactive Intervention. 3rd ed. San Diego, CA: Plural Publishing, Inc; 2019
    Google Scholar
  • 4 McDonald S, Togher L, Code C. Social and Communication Disorders Following Traumatic Brain Injury. 2nd ed. London: Psychology Press; 2014
    Google Scholar
  • 5 Dettmer J, Dise-Lewis JE, Colella PW. , et al. Brain Injury in Children and Youth – A Manual for Educators. Colorado Department of Education; 2018. Available at: https://www.cde.state.co.us/cdesped/tbi_manual_braininjury . Accessed August 21, 2019
    PubMed
  • 6 MacDonald S. Introducing the model of cognitive-communication competence: a model to guide evidence-based communication interventions after brain injury. Brain Inj 2017; 31 (13-14): 1760-1780
    CrossrefPubMedGoogle Scholar
  • 7 MacDonald S. Thinking before speaking, understanding the meaning, and reading context cues: An update on communication interventions after ABI. International Brain Injury Association. Available at: https://www.internationalbrain.org/articles/thinking-before-speaking-understanding-the-meaning-and-reading-context-cues/ . Published December 10, 2012. Accessed July 26, 2019
    PubMedGoogle Scholar
  • 8 Catroppa C, Anderson V. Pediatric TBI: challenges for treatment and rehabilitation. Pediatric. In: Anderson V, Yeates KO. , eds. Traumatic Brain Injury: New Frontiers in Clinical and Translational Research. 5th ed. Cambridge: Cambridge University Press; 2010: 192-205
    Google Scholar
  • 9 Walz NC, Yeates KO, Taylor HG, Stancin T, Wade SL. Emerging narrative discourse skills 18 months after traumatic brain injury in early childhood. J Neuropsychol 2012; 6 (02) 143-160
    CrossrefPubMedGoogle Scholar
  • 10 Chapman SB. Neurocognitive stall, a paradox in long term recovery from pediatric brain injury. Brain Inj Prof. 2006; 3: 10-13
    PubMedGoogle Scholar
  • 11 Resch C, Rosema S, Hurks P, de Kloet A, van Heugten C. Searching for effective components of cognitive rehabilitation for children and adolescents with acquired brain injury: a systematic review. Brain Inj 2018; 32 (06) 679-692
    CrossrefPubMedGoogle Scholar
  • 12 Ciccia AH, Threats T. Role of contextual factors in the rehabilitation of adolescent survivors of traumatic brain injury: emerging concepts identified through modified narrative review. Int J Lang Commun Disord 2015; 50 (04) 436-451
    CrossrefPubMedGoogle Scholar
  • 13 American Speech-Language Hearing Association. Pediatric traumatic brain injury American Speech-language Hearing Association (Practice Portal). Available at: https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942939&section=Treatment#Treatment_Options . Accessed September 23, 2019
    PubMedGoogle Scholar
  • 14 Grant M, Ponsford J. Goal attainment scaling in brain injury rehabilitation: strengths, limitations and recommendations for future applications. Neuropsychol Rehabil 2014; 24 (05) 661-677
    CrossrefPubMedGoogle Scholar
  • 15 Kleim JA, Jones TA. Principles of experience-dependent neural plasticity: implications for rehabilitation after brain damage. J Speech Lang Hear Res 2008; 51 (01) S225-S239
    PubMedGoogle Scholar
  • 16 Robinson KE, Kaizar E, Catroppa C, Godfrey C, Yeates KO. Systematic review and meta-analysis of cognitive interventions for children with central nervous system disorders and neurodevelopmental disorders. J Pediatr Psychol 2014; 39 (08) 846-865
    CrossrefPubMedGoogle Scholar
  • 17 Sohlberg MM, Ehlhardt L, Kennedy M. Instructional techniques in cognitive rehabilitation: a preliminary report. Semin Speech Lang 2005; 26 (04) 268-279
    Article in Thieme ConnectPubMedGoogle Scholar
  • 18 Eve M, O'Keeffe F, Jhuty S, Ganesan V, Brown G, Murphy T. Computerized working-memory training for children following arterial ischemic stroke: a pilot study with long-term follow-up. Appl Neuropsychol Child 2016; 5 (04) 273-282
    PubMedGoogle Scholar
  • 19 Sohlberg MM, Avery J, Kennedy M. , et al. Practice guidelines for direct attention training. J Med Speech-Lang Pathol 2003; 1 (03) xix-xxxix. Available at: https://link.gale.com/apps/doc/A108790948/HRCA?u=txshracd2602&sid=HRCA&xid=22a36913 . Accessed September 23, 2019
    PubMedGoogle Scholar
  • 20 Sohlberg MM, Harn B, MacPherson H, Wade SL. A pilot study evaluating attention and strategy training following pediatric traumatic brain injury. Clin Pract Pediatr Psychol 2014; 2 (03) 263-280
    PubMedGoogle Scholar
  • 21 Galbiati S, Recla M, Pastore V. , et al. Attention remediation following traumatic brain injury in childhood and adolescence. Neuropsychology 2009; 23 (01) 40-49
    CrossrefPubMedGoogle Scholar
  • 22 Lundine JP. Memory restoration using computerized cognitive training after pediatric traumatic brain injury: a review of the evidence. EBP Briefs 2017; 12 (03) 1-7
    PubMedGoogle Scholar
  • 23 Landis J, Hanten G, Levin HS. , et al. Evaluation of the errorless learning technique in children with traumatic brain injury. Arch Phys Med Rehabil 2006; 87 (06) 799-805
    CrossrefPubMedGoogle Scholar
  • 24 Haslam C, Bazen-Peters C, Wright I. Errorless learning improves memory performance in children with acquired brain injury: a controlled comparison of standard and self-generation techniques. Neuropsychol Rehabil 2012; 22 (05) 697-715
    CrossrefPubMedGoogle Scholar
  • 25 Chen AJ, D'Esposito M. Traumatic brain injury: from bench to bedside [corrected] to society. Neuron 2010; 66 (01) 11-14
    CrossrefPubMedGoogle Scholar
  • 26 Kane MJ, Engle RW. The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: an individual-differences perspective. Psychon Bull Rev 2002; 9 (04) 637-671
    CrossrefPubMedGoogle Scholar
  • 27 Kennedy MRT, Coelho C, Turkstra L. , et al. Intervention for executive functions after traumatic brain injury: a systematic review, meta-analysis and clinical recommendations. Neuropsychol Rehabil 2008; 18 (03) 257-299
    CrossrefPubMedGoogle Scholar
  • 28 Feeney T, Ylvisaker M. Context-sensitive cognitive-behavioural supports for young children with TBI: a replication study. Brain Inj 2006; 20 (06) 629-645
    CrossrefPubMedGoogle Scholar
  • 29 Wehmeyer ML, Agran M, Hughes C. Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition. Baltimore, MD: Paul H. Brookes Publishing; 1998
    Google Scholar
  • 30 Ylvisaker M, Feeney T. Executive functions, self-regulation, and learned optimism in paediatric rehabilitation: a review and implications for intervention. Pediatr Rehabil 2002; 5 (02) 51-70
    CrossrefPubMedGoogle Scholar
  • 31 Cook LG, Chapman SB, Levin HS. Self-regulation abilities in children with severe traumatic brain injury: a preliminary investigation of naturalistic action. NeuroRehabilitation 2008; 23 (06) 467-475
    CrossrefPubMedGoogle Scholar
  • 32 Ward S, Jacobsen K. A clinical model for developing executive function skills. Perspect Lang Learn Educ 2014; 21: 72-84
    CrossrefPubMedGoogle Scholar
  • 33 Chapman SB, Mudar RA. Enhancement of cognitive and neural functions through complex reasoning training: evidence from normal and clinical populations. Front Syst Neurosci 2014; 8: 69
    PubMedGoogle Scholar
  • 34 Cook LG, Chapman SB, Elliott AC, Evenson NN, Vinton K. Cognitive gains from gist reasoning training in adolescents with chronic-stage traumatic brain injury. Front Neurol 2014; 5: 87
    PubMedGoogle Scholar
  • 35 Brainerd CJ, Reyna VF. Fuzzy-trace theory and children's false memories. J Exp Child Psychol 1998; 71 (02) 81-129
    CrossrefPubMedGoogle Scholar
  • 36 Gabrieli JDE. Memory: Pandora's hippocampus?. Cerebrum 2004; 6 (04) 39-48
    PubMedGoogle Scholar
  • 37 Vogel EK, McCollough AW, Machizawa MG. Neural measures reveal individual differences in controlling access to working memory. Nature 2005; 438 (7067): 500-503
    PubMedGoogle Scholar
  • 38 Cook LG, DePompei R, Chapman SB. Cognitive communication challenges in TBI: Assessment and intervention in the long term. Perspect Neurophysiol Neurogenic Speech Lang Disord 2011; 21 (01) 33-42
    CrossrefPubMedGoogle Scholar