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Semin Speech Lang 2015; 36(01): 60-73
DOI: 10.1055/s-0034-1396447
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Supporting the Literacy Skills of Adolescents with Traumatic Brain Injury

Miriam Krause
1   Department of Speech-Language-Hearing Sciences, University of Minnesota: Twin Cities, Minneapolis, Minnesota
,
Lindsey Byom
2   Walter Reed National Military Medical Center, Audiology and Speech Center, Bethesda, Maryland
,
Peter Meulenbroek
3   Rehabilitation Institute of Chicago, Northwestern University, Chicago, Illinois
,
Stephanie Richards
4   Department of Communication Disorders, Central Michigan University, Mount Pleasant, Michigan
,
Katy O'Brien
1   Department of Speech-Language-Hearing Sciences, University of Minnesota: Twin Cities, Minneapolis, Minnesota
› Author Affiliations
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Publication History

Publication Date:
29 January 2015 (online)

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Abstract

Traumatic brain injury (TBI) can affect developmental trajectories as well as language, attention, memory, executive functions, and other cognitive skills related to literacy. Literacy demands change through adolescence and into young adulthood, with academic literacy demands increasing and vocational literacy demands being introduced. Speech-language pathology services must evolve with the literacy needs of each client. This article discusses assessment and treatment approaches designed for adolescents with TBI and recommendations for adapting literacy interventions from the learning disabilities literature. Through proper assessment and intervention, speech-language pathologists can have a meaningful impact on the academic and vocational literacy needs of adolescents with TBI.

Keywords

Traumatic brain injury - reading - writing - adolescents
 

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