Education Commons^™

Does Speech-To-Text Assistive Technology Paired With Graphic Organizers Improve The Written Expression Of Students With Traumatic Brain Injuries?, Kayla Cuifolo

Electronic Theses and Dissertations

A traumatic brain injury (TBI) can range from mild to severe and can cause debilitating outcomes that require children to need specialized medical or educational services post-injury. Outcomes vary and are dependent on the location of injury, age, severity, and environmental factors. Some common deficits that happen as a result of a brain injury are fine motor and executive functioning skill difficulties. Fine motor and executive functioning skills are an important component of written expression. Therefore, this current study utilized a brief experimental analysis in order to determine the effects that speech-to-text assistive technology along with a graphic organizer has …

Teaching Physical Education Skills To A Student With A Disability Through Video Modeling, Robin Huddleston

Theses and Dissertations

Video modeling (VM) is a video-based intervention (VBI) that has been implemented with individuals with disabilities to teach various life and educational skills. It is a tool that allows learners to watch a target skill modeled on a pre-recorded video. The learner is able to re-watch a new skill as many times as needed, and the teacher is given the flexibility needed to work with multiple students while providing individualized instruction. The participant in this study was a 13-year-old male with a traumatic brain injury (TBI) and intellectual disability (ID). The participant was enrolled in a life skills class at …

Concussion's Impact On Learning: The Need For Return-To-Learn Protocols For Hospital And School Collaboration, Anne E. Crylen

Master's Theses and Doctoral Dissertations

Over half million children with traumatic brain injuries (TBI) pass through United States emergency departments each year. While there is Return-to-Play legislation in all 50 states, in response to sports-related concussion, there are very few Return-to-Learn protocols in place in the nation’s public schools. Concussion is a mild form of TBI; the vast spectrum of TBI makes it a complex disability, which may involve intensive physical rehabilitation and cognitive therapy. The primary purpose of this qualitative case study was to examine the collaboration between educational and medical providers at one high school in Michigan to illuminate the process of school …

Post-Concussion Experiences Of Collegiate Student-Athletes, Kaitlin Iris Singer

Doctoral Dissertations

Sports-related concussions are a major public health concern affecting a significant number of collegiate student-athletes. Medical and public health research has addressed every aspect of concussion management processes including concussion education, medical diagnosis, recovery, and returning to sport and classroom. This research has led to several best-practices for concussion management. Since 2010, the NCAA has mandated that its member institutions maintain concussion management policies and procedures. However, the current recommendations, based primarily on medical research, have been found in quantitative studies of the behaviors and practices of athletic trainers, coaches, and student-athletes to be ineffective. To date, no studies have …

Development Of The Dori-Tbi: An Investigation To Develop A New Screening Measure To Determine Consultation With A School-Based Brain Injury Resource Team, Doriann Marie Adragna

Electronic Theses and Dissertations

Brain injury is the leading cause of disability and death in children in the United States. Student re-entry into the school setting following a traumatic brain injury is crucial to student success. Multidisciplinary teams within the school district comprised of individuals with expertise in brain injury are ideal in implementing student specific treatment plans given their specialized training and wide range of expertise addressing student needs. Therefore, the purpose of this study is to develop and initially validate a quantitative instrument that school personnel can use to determine if a student, identified as having a traumatic brain injury, will benefit …

Meeting The Needs Of Students With Traumatic Brain Lnjury, Heather K. Koole

Dissertations

School reintegration following pediatric traumatic brain injury (TBI) presents a number of challenges. This dissertation comprises three studies exploring common themes of best practice, training, and supporting success for students with TBI in school settings.

Study 1 reports the results of a survey of 70 speech-language pathologists (SLPs) who responded to questions about their use of clinical activities that described more or less contextualized services. Current literature supports contextualized service delivery as best practice. Findings indicated that 98% of participants reported using at least one contextualized practice. Higher use of contextualized practices was associated with working in schools (compared to …

A Study Of The Relationship Between Resilience And Job Satisfaction In Direct Care Workers Who Work With Traumatic Brain Injured Clients, Michele Terese White

Wayne State University Dissertations

The direct care worker occupation is a very fast and growing workforce. In fact, by the year 2016, it is estimated that it might be the largest workforce in the country. With the rapid growth come difficulties. One of those difficulties is a high turn over rate. Research shows that people that are resilient stay longer at a job versus those who are not resilient. Is there a relationship between resilience and job satisfaction? This research sought to determine if a relationship existed. The research delved into a particular field, traumatic brain injury. This research study attempted to determine if …

The Best Practices For Teaching Writing To Postsecondary Students With Acquired Brain Injuries, Julianne Candio Sekel

Theses, Dissertations and Culminating Projects

Because the writing abilities of postsecondary students with acquired brain injuries (ABI) are often determined by the student’s age when the injury was acquired, the severity of the injury, the amount of time that has passed since the injury, and the quality of the student’s writing education before the injury, it is impossible to generalize the best strategies to assist students with ABI in writing. However, through a review of existing literature on teaching writing to students with ABI, the relationship between oral and written discourse, expressive writing, educational intervention, and assistive technologies, this study presents a list of recommendations …

A Mixed Methods Study To Assess Family Quality Of Life Among Caregivers Of Adults With Traumatic Brain Injury, Stephen Louis Firsing

All ETDs from UAB

Purpose: Traumatic brain injury (TBI) is a major public health problem. It is the leading cause of disability and death among young adults and children globally. Family members often assume the primary caregiving role for the member with TBI; this responsibility may lead to less than ideal family outcomes. The purpose of this mixed methods study was to develop a valid and reliable survey instrument to assess hypothesized domains of Family Quality of Life (FQOL) among caregivers of adults with moderate-severe TBI. Method: The first phase critically assessed literature on family-level outcome measures for families with a member with TBI. …

The Frequency And Severity Of Problem Behaviors Among Individuals With Autism, Traumatic Brain Injury, And Mental Retardation From The Utah Dspd Dataset, Melanie Kay Arp

Theses and Dissertations

The study reports on analyses of data collected from the Inventory for Client and Agency Planning (ICAP) for 5,859 children with Autism (n = 511), Traumatic Brain Injury (TBI, n = 522), or Mental Retardation (MR, n = 4826) whose legal guardians applied for support services through the Utah Department of Services for People with Disabilities (DSPD). Results indicate that the least to most frequent problem behaviors were (a) destructive to property, (b) hurtful to self, (c) hurtful to others, (d) socially offensive, (e) unusual habits, (f) withdrawal, (g) uncooperative, and (h) disruptive behaviors. The degree of severity varied from …