Strategy-based reading comprehension therapy during early acquired brain injury rehabilitation: preliminary results

Abstract

Introduction

An evidence-based intervention and service delivery model for early acquired brain injury reading comprehension rehabilitation (involving multiple-strategy, hierarchical reading) was investigated with 3 clients <3 m post onset as part of their brain injury rehabilitation program.

Materials and methods

A multiple-baseline single case experimental design was used for each participant, with data analysed using Tau-U. Assessments of reading comprehension (impairment and activity level) were performed pre/post intervention, and at follow-up (3–6 months post-treatment). Participants’ perceptions of the intervention and service delivery model were captured via semi-structured interviews.

Results

All participants demonstrated improved reading comprehension post-intervention on all formal measures. At follow-up, reading comprehension was grossly maintained by 2 participants. The single case experimental design results (Tau-U) showed moderate-large intervention effect sizes for factual and inferential reading comprehension, two participants had significant (p = 0.01) changes. Participants reported overall positive experiences with the intervention.

Conclusion

The intervention and service delivery model were successfully implemented in clinical practice, and preliminary results show the intervention has clinical promise with an early acquired brain injury population.

IMPLICATIONS FOR REHABILITATION

• Cognitive communication reading comprehension deficits occur following acquired brain injury and impact participation during rehabilitation and in the community.

• An evidence-based intervention for the early rehabilitation of cognitive communication reading comprehension deficits following acquired brain injury has been developed and trialled in clinical practice with adults <3 months post-acquired brain injury, via a series of single-case experimental designs.

• Improvements in reading comprehension skill and activity/participation occurred for all participants post-intervention; statistically significant changes occurred for 2 of 3 clients.

• Early rehabilitation of cognitive communication reading comprehension deficits can be successfully implemented as a component of a multidisciplinary rehabilitation program.

Keywords:

• Cognitive communication
• reading comprehension
• rehabilitation
• acquired brain injury
• early rehabilitation
• therapy

Acknowledgements

The authors would like to acknowledge the clinical SLPs who performed the independent assessments and interventions for this study; the staff from Speech Pathology Department and the Acquired Brain Injury Transitional Rehabilitation Service at Princess Alexandra Hospital for their support in implementing this study; and Dr Asad Kahn from the University of Queensland for statistical advice. The primary author also acknowledges Speech Pathology Australia and the Queensland Registration Board Legacy Research Grant.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by a Queensland Registration Board Legacy Research Grant (administered by Speech Pathology Australia).