Social Participation and Navigation (SPAN): Description and usability of app-based coaching intervention for adolescents with TBI

References

• Yeates KO, Bigler ED, Dennis M, et al. Social outcomes in childhood brain disorder: a heuristic integration of social neuroscience and developmental psychology. Psychological Bulletin 2007;133(3):535–556. doi:10.1037/0033-2909.133.3.535.
   Google Scholar
• Yeates KO, Swift E, Taylor HG, et al. Short- and long-term social outcomes following pediatric traumatic brain injury. Journal of the International Neuropsychological Society: JINS 2004;10(3):412–426. doi:10.1017/S1355617704103093.
   PubMed Web of Science ®Google Scholar
• Schmidt AT, Hanten GR, Li X, et al. Emotion recognition following pediatric traumatic brain injury: longitudinal analysis of emotional prosody and facial emotion recognition. Neuropsychologia 2010;48(10):2869–2877. doi:10.1016/j.neuropsychologia.20doi:10.05.029.
   PubMed Web of Science ®Google Scholar
• Tonks J, Williams WH, Frampton I, et al. Reading emotions after child brain injury: a comparison between children with brain injury and non-injured controls. Brain Injury 2007;21(7):731–739. doi:10.1080/02699050701426899.
   PubMed Web of Science ®Google Scholar
• Turkstra LS, McDonald S, DePompei R. Social information processing in adolescents: data from normally developing adolescents and preliminary data from their peers with traumatic brain injury. The Journal of Head Trauma Rehabilitation 2001;16(5):469–483. doi:10.1097/00001199-200110000-00006.
   PubMed Web of Science ®Google Scholar
• Turkstra LS, Dixon TM, Baker KK. Theory of Mind and social beliefs in adolescents with traumatic brain injury. NeuroRehabilitation 2004;19(3):245–256.
   PubMed Web of Science ®Google Scholar
• Stronach ST, Turkstra LS. Theory of mind and social beliefs in adolescents with traumatic brain injury. Aphasiology 2004;22:1054–1070. doi:10.1080/02687030701632187.
   Web of Science ®Google Scholar
• Dennis M, Simic N, Agostino A, et al. Irony and empathy in children with traumatic brain injury. Journal of the International Neuropsychological Society: JINS 2013;19(3):338–348. doi:10.1017/S1355617712001440.
   PubMed Web of Science ®Google Scholar
• Hanten G, Cook L, Orsten K, et al. Effects of traumatic brain injury on a virtual reality social problem solving task and relations to cortical thickness in adolescence. Neuropsychologia 2011;49(3):486–497. doi:10.1016/j.neuropsychologia.20doi:10.12.007.
   PubMed Web of Science ®Google Scholar
• Bedell GM, Cohn ES, Dumas HM. Exploring parents’ use of strategies to promote social participation of school-age children with acquired brain injuries. The American Journal of Occupational Therapy 2005;59(3):273–284. doi:10.5014/ajot.59.3.273.
   PubMed Web of Science ®Google Scholar
• Bedell GM, Dumas HM. Social participation of children and youth with acquired brain injuries discharged from inpatient rehabilitation: a follow-up study. Brain Injury 2004;18(1):65–82. doi:10.1080/0269905031000110517.
   PubMed Web of Science ®Google Scholar
• Gauvin-Lepage J, Lefebvre H. Social inclusion of person with moderate head injuries: the points of view of adolescents with brain injuries, their parents and professionals. Brain Injury 2010;24(9):1087–1097. doi:10.3109/02699052.20doi:10.494593.
   PubMed Web of Science ®Google Scholar
• Law M, Anaby D, DeMatteo C, et al. Participation patterns of children with acquired brain injury. Brain Injury 2011;25(6):587–595. doi:10.3109/02699052.2011.572945.
   PubMed Web of Science ®Google Scholar
• Mealings M, Douglas J. School’s a big part of your life: adolescent perspectives of their school participation following traumatic brain injury brain impairment. Brain Impairment. 2010;11(1–16).
   Google Scholar
• Prigatano GP, Gray JA. Parental concerns and distress after paediatric traumatic brain injury: a qualitative study. Brain Injury: [BI] 2007;21(7):721–729. doi:10.1080/02699050701481605.
   PubMed Web of Science ®Google Scholar
• Sharp NL, Bye RA, Llewellyn GM, et al. Fitting back in: adolescents returning to school after severe acquired brain injury. Disability and Rehabilitation 2006;28(12):767–778. doi:10.1080/09638280500386668.
   PubMed Web of Science ®Google Scholar
• Van Tol E, Gorter JW, Dematteo CA, et al. Participation outcomes for children with acquired brain injury: a narrative review. Brain Injury: [BI] 2011;25(13–14):1279–1287. doi:10.3109/02699052.2011.613089.
   PubMed Web of Science ®Google Scholar
• Stancin T, Drotar D, Taylor HG, et al. Health-related quality of life of children and adolescents after traumatic brain injury. Pediatrics 2002;109(2):E34. doi:10.1542/peds.109.2.e34.
   PubMed Web of Science ®Google Scholar
• Prigatano GP, Gupta S. Friends after traumatic brain injury in children. The Journal of Head Trauma Rehabilitation 2006;21(6):505–513. doi:10.1097/00001199-200611000-00005.
   PubMed Web of Science ®Google Scholar
• Rosema S, Crowe L, Anderson V. Social function in children and adolescents after traumatic brain injury: a systematic review 1989–2011. Journal of Neurotrauma 2012;29(7):1277–1291. doi:10.1089/neu.2011.2144.
   PubMed Web of Science ®Google Scholar
• Turkstra LS, Politis AM, Forsyth R. Cognitive-communication disorders in children with traumatic brain injury. Developmental Medicine & Child Neurology 2015;57(3):217–222. doi:10.1111/dmcn.12600.
   PubMed Web of Science ®Google Scholar
• Ryan NP, Catroppa C, Beare R, et al. Predictors of longitudinal outcome and recovery of pragmatic language and its relation to externalizing behavior after pediatric traumatic brain injury. Brain and Language 2015;142:86–95. doi:10.1016/j.bandl.2015.01.007.
   PubMed Web of Science ®Google Scholar
• Ryan NP, Anderson V, Godfrey C, et al. Predictors of very-long-term sociocognitive function after pediatric traumatic brain injury: evidence for the vulnerability of the immature “social brain”. Journal of Neurotrauma 2014;31(7):649–657. doi:10.1089/neu.2013.3153.
   PubMed Web of Science ®Google Scholar
• Bedell G, Haley S, Coster WJ, et al. Participation readiness at discharge from inpatient rehabilitation in children and adolescents with acquired brain injuries. Pediatric Rehabilitation 2002;5(2):107–116. doi:10.1080/1363849021000013540.
   PubMedGoogle Scholar
• Eccles JS, Barber BL, Stone M, et al. Extracurricular Activities and Adolescent Development. Journal of Social Issues 2003;59(4):865–889. doi:10.1046/j.0022-4537.2003.00095.x.
   Web of Science ®Google Scholar
• Larson RW, Verma S. How children and adolescents spend time across the world: work, play, and developmental opportunities. Psychological Bulletin 1999;125(6):701–736. doi:10.1037/0033-2909.125.6.701.
   PubMed Web of Science ®Google Scholar
• Mahoney JL, Cairns BD, Farmer TW. Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology 2003;95(2):409–418. doi:10.1037/0022-0663.95.2.409.
   Web of Science ®Google Scholar
• Rutter M. Psychosocial resilience and protective mechanisms. The American Journal of Orthopsychiatry 1987;57(3):316–31. doi:10.1111/j.1939-0025.1987.tb03541.x.
   PubMed Web of Science ®Google Scholar
• Hofgren C, Esbjornsson E, Sunnerhagen KS. Return to work after acquired brain injury: facilitators and hindrances observed in a sub-acute rehabilitation setting. Work 2010;36(4):431–439.
   PubMedGoogle Scholar
• Sale P, West M, Sherron P, et al. Exploratory analysis of job separations from supported employent for person with traumatic brain injury. Journal of Head Trauma Rehabilitation 1991;6:1–11. doi:10.1097/00001199-199109000-00004.
   Google Scholar
• Wehman P, Kregel J, Sherron P, et al. Critical factors associated with the successful supported employment placement of patients with severe traumatic brain injury. Brain Injury: [BI] 1993;7(1):31–44. doi:10.3109/02699059309008154.
   PubMedGoogle Scholar
• Winkler D, Unsworth C, Sloan S. Factors that lead to successful community integration following severe traumatic brain injury. Journal of Head Trauma Rehabilitation 2006;21(1):8–21. doi:10.1097/00001199-200601000-00002.
   PubMed Web of Science ®Google Scholar
• Agnihotri S, Lynn Keightley M, Colantonio A, et al. Community integration interventions for youth with acquired brain injuries: A review. Developmental Neurorehabilitation 2010;13(5):369–382. doi:10.3109/17518423.20doi:10.499409.
   PubMed Web of Science ®Google Scholar
• Gresham FM, Sugai G, Horner RH. Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children 2001;67(3):331–344. doi:10.1177/001440290106700303.
   Web of Science ®Google Scholar
• Cooley E, Glang A, Voss J. Making connections: helping children with acquired brain injury build freiendships. In Glang A, Singer GHS, Todis B (Eds). Acquired Brain Injury: The School’s Response. Baltimore, MD: Paul H. Brookes, 1997.
   Google Scholar
• Glang A, Todis B, Cooley E, et al. Building social networks for children and adolescents with traumatic brain injury: A school-based intervention. Journal of Head Trauma Rehabilitation. 1997;12(2):32–47. doi:10.1097/00001199-199704000-00005.
   Web of Science ®Google Scholar
• Laugeson EA. The PEERS® curriculum for school based professionals: social skills training for adolescents with autism spectrum disorder. New York, NY: Routledge; 2013.
   Google Scholar
• Ylvisaker M, Adelson PD, Braga LW, et al. Rehabilitation and ongoing support after pediatric TBI: twenty years of progress. Journal of Head Trauma Rehabilitation 2005;20(1):95–109. doi:10.1097/00001199-200501000-00009.
   PubMed Web of Science ®Google Scholar
• Janusz JA, Kirkwood MW, Yeates KO, et al. Social problem-solving skills in children with traumatic brain injury: long-term outcomes and prediction of social competence. Child Neuropsychology.2002;8(3):179–194. doi:10.1076/chin.8.3.179.13499.
   PubMed Web of Science ®Google Scholar
• Wade SL, Taylor HG, Drotar D, et al. Parent-adolescent interactions after traumatic brain injury - Their relationship to family adaptation and adolescent adjustment. Journal of Head Trauma Rehabilitation 2003;18(2):164–176. doi:10.1097/00001199-200303000-00007.
   PubMed Web of Science ®Google Scholar
• Taylor HG, Yeates KO, Wade SL, et al. Bidirectional child-family influences on outcomes of traumatic brain injury in children. Journal of the International Neuropsychological Society: JINS 2001;7(6):755–767. doi:10.1017/S1355617701766118.
   PubMed Web of Science ®Google Scholar
• Dennis JM, Phinney JS, Chuateco LI. The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development 2005;46(3):223–236. doi:10.1353/csd.2005.0023.
   Web of Science ®Google Scholar
• Carter EW, Kennedy CH. Promoting access to the general curriculum using peer support strategies. Research Practice Persons with Severe Disabilities 2006;31(4):284–292. doi:10.1177/154079690603100402.
   Web of Science ®Google Scholar
• Joseph DH, Griffin M, Hall RF, et al. Peer coaching: an intervention for individuals struggling with diabetes. The Diabetes Educator 2001;27(5):703–7doi:10. doi:10.1177/014572170102700511.
   PubMed Web of Science ®Google Scholar
• Braga LW, Rossi L, Moretto ALL, et al. Empowering preadolescents with ABI through metacognition: preliminary results of a randomized clinical trial. NeuroRehabilitation. 2012;30(3):205–212.
   PubMed Web of Science ®Google Scholar
• Turkstra L, Burgess S. Social skills intervention for adolescents with TBI. Neurophysiology and Neurogenic Speech and Language Disorders 2007;17:15–19. doi:10.1044/nnsld17.3.15.
   Google Scholar
• Wiseman-Hakes C, Stewart ML, Wassertnan R, et al. Peer group training of pragmatic skills in adolescents with acquired brain injury. The Journal of Head Trauma Rehabilitation 1998;13(6):23–38. doi:10.1097/00001199-199812000-00005.
   PubMed Web of Science ®Google Scholar
• Wade SL, Carey J, Wolfe CR. An online family intervention to reduce parental distress following pediatric brain injury. Journal of Consulting and Clinical Psychology 2006;74(3):445–454. doi:10.1037/0022-006X.74.3.445.
   PubMed Web of Science ®Google Scholar
• Lenhart A Teen, social media and technology overview, 2015. Available from: http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/.
   Google Scholar
• Lenhart A, Smith A, Anderson M, et al. Teens, technology and friendships. Available from: http://www.pewinternet.org/2015/8/06/teens-technology-and-friendships/.
   Google Scholar
• Selman RL, Schultz LH. Making a friend in youth. Chicago, IL: University of Chicago Press; 1990.
   Google Scholar
• Selman RL, Watts CL, Schultz LH. Fostering friendship: pair therapy for treatment and prevention. New York, NY: Aldine de Gruyter; 1997.
   Google Scholar
• Bedell G, Wade S, Turkstra L, et al. Informing design of an app-based coaching intervention to promote social participation of teenagers with traumatic brain injury. Developmental Neurorehabilitation 2016. Advance online publication. doi:10.1080/17518423.2016.1237584
   Google Scholar
• Haarbauer-Krupa J, Meulenbroek P, Gibbs J, et al. The BRAIN program: A model for transition to adult lives for teens with acquired brain injury. The Journal of Head Trauma Rehabilitation 2010;25:396–397.
   Web of Science ®Google Scholar
• Wade SL, Stancin T, Kirkwood M, et al. Counselor-assisted problem solving (CAPS) improves behavioral outcomes in older adolescents with complicated mild to severe TBI. The Journal of Head Trauma Rehabilitation 2014;29(3):198–207. doi:10.1097/HTR.0b013e31828f9fe8.
   PubMed Web of Science ®Google Scholar
• Head strong for life; 2014Available from: http://www.headstrongforlife.org.
   Google Scholar
• Achenbach TM. Manual for the self-report for ages 11–18. Burlington, VT: Department of Psychiatry, University of Vermont, 1991.
   Google Scholar
• McCauley SR, Wilde EA, Anderson VA, et al. Recommendations for the use of common outcome measures in pediatric traumatic brain injury research. Journal of Neurotrauma 2012;29(4):678–705. doi:10.1089/neu.2011.1838.
   PubMed Web of Science ®Google Scholar
• Berndt TJ. Developmental changes in conformity to peers and parents. Developmental Psychology 1979;15(6):608–616. doi:10.1037/0012-1649.15.6.608.
   Web of Science ®Google Scholar
• Chein J, Albert D, O’Brien L, et al. Peers increase adolescent risk taking by enhancing activity in the brain’s reward circuitry. Developmental Science .2011;14(2):F1–Fdoi:10. doi:10.1111/j.1467-7687.20doi:10.01035.x.
   PubMed Web of Science ®Google Scholar
• Hibbard MR, Cantor J, Charatz H, et al. Peer support in the community: initial findings of a mentoring program for individuals with traumatic brain injury and their families. The Journal of Head Trauma Rehabilitation 2002;17(2):112–131. doi:10.1097/00001199-200204000-00004.
   PubMed Web of Science ®Google Scholar
• Kolakowsky-Hayner SA, Wright J, Shem K, et al. An effective community-based mentoring program for return to work and school after brain and spinal cord injury. NeuroRehabilitation 2012;31(1):63–73.
   PubMed Web of Science ®Google Scholar
• Struchen MA, Davis LC, Bogaards JA, et al. Making connections after brain injury: development and evaluation of a social peer-mentoring program for persons with traumatic brain injury. The Journal of Head Trauma Rehabilitation 2011;26(1):4–19. doi:10.1097/HTR.0b013e3182048e98.
   PubMed Web of Science ®Google Scholar
• Duckenfield M, Madden SJ. An orientation to service learning. In Madden SJ, (Ed). Service Learning Across the Curriculum: Case Applications in Higher Education (pp. 1–8). New York, NY: University Press of America, 2000.
   Google Scholar
• Jacoby B. Service learning in today’s higher education. In Jacoby B (Ed). Service Learning in Higher Education (pp. 3–25). San Francisco, CA: Jossey-Cass, 1996.
   Google Scholar
• Taylor TP, Pancer SM. Community service experiences and commitment to volunteering. Journal of Applied Social Psychology. 2007;37:320–345. doi:10.1111/jasp.2007.37.issue-2.
   Web of Science ®Google Scholar