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

Jennifer P. Lundine; Audrey Hall

doi:10.1055/s-0040-1701685

Seminars in Speech and Language, Inhaltsverzeichnis

Semin Speech Lang 2020; 41(02): 170-182
DOI: 10.1055/s-0040-1701685

Review Article

Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

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

Jennifer P. Lundine

¹Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio

²Division of Clinical Therapies and Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, Ohio

,

Audrey Hall

¹Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio

› Institutsangaben

Abstract

The subtle cognitive-communication challenges experienced by students with traumatic brain injury (TBI) are often missed, leaving these students with unmet needs in the school environment and increasing the likelihood for negative social, academic, and vocational outcomes. For children and adolescents with TBI, nonstandardized assessment offers several advantages over standardized assessment procedures, and may improve speech-language pathologists' ability to identify students who might benefit from intervention services. This article discusses curriculum-based assessment and discourse analysis specifically and uses case studies to demonstrate how these procedures can be used within the school environment. Nonstandardized assessment procedures are a valuable tool to measure a student's cognitive-communication abilities and the effects of intervention in real-world contexts.

Keywords

traumatic brain injury - students - adolescent - cognitive-communication - nonstandardized assessment - curriculum-based assessment - discourse analysis

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