Investigating metacognition, cognition, and behavioral deficits of college students with acute traumatic brain injuries

References

• Struss D. Traumatic brain injury: relation to executive dysfunction and the frontal lobes. Neurology. 2011;24:548–589.
   Google Scholar
• Ardila A. There are two different dysexecutive syndromes. J Neurol Disord. 2013;1:114.
   Google Scholar
• Spikman J, Van der Naalt J. Indices of impaired self awareness in traumatic brain injury patients with focal frontal lesions and executive deficits: implications for outcome measurement. J Neurotrauma. 2010;27:1195–1202.
   PubMed Web of Science ®Google Scholar
• Amieva H, Phillips L, Sala S. Behavioral dysexecutive symptoms in normal aging. Brain Cogn. 2003;53:129–132.
   PubMed Web of Science ®Google Scholar
• Gerstorf D, Siedlecki K, Tucker-Drob E, Salthouse T. Executive dysfunctions across adulthood: measurement properties and correlates of the DEX self-report questionnaire. Neuropsychol Dev Cogn B Aging Neuropsychol Cogn. 2008;15:424–445.
   PubMed Web of Science ®Google Scholar
• Pa J, Boxer A, Chao L, Gazzaley A, Freeman K, Kramer J. Clinical-neuroimaging characteristics of dysexecutive mild cognitive impairment. Ann Neurol. 2009;65:414–423.
   PubMed Web of Science ®Google Scholar
• Mack J, Okai D, Brown R, et al. The role of self-awareness and cognitive dysfunction in Parkinson's disease with and without impulse-control disorder. J Neuropsychiatry Clin Neurosci. 2013;25:141–149.
   PubMed Web of Science ®Google Scholar
• Hanna-Pladdy B. Dysexecutive syndromes in neurologic disease. J Neurol Phys Ther. 2007;31:119–127.
   PubMedGoogle Scholar
• Jorge R, Robinson R, Moser D, Tateno A, Crespo-Facorro B, Arndt S. Major depression following traumatic brain injury. Arch Gen Psychiatry. 2004;61:42–50.
   PubMed Web of Science ®Google Scholar
• Roy A, Allain P, Roulin JL, Fournet N, Le Gall D. Ecological approach of executive functions using the Behavioral Assessment of the Dysexectuive Syndrome for Children (BADS-C): developmental and validity study. J Clin Exp Neuropsychol. 2015;37:956–971.
   PubMed Web of Science ®Google Scholar
• Spikman J, Milders M, Visser-Keizer C, et al. Deficits in facial emotion recognition indicate behavioral changes and impaired self-awareness after moderate to severe traumatic brain injury. PLoS ONE. 2013;8:e65581.
   PubMed Web of Science ®Google Scholar
• Wang Y, Chan R, Deng Y. Examination of postconcussion-like symptoms in healthy university students: relationships to subjective and objective neuropsychological function performance. Arch Clin Neuropsychol. 2006; 21:339–347.
   PubMed Web of Science ®Google Scholar
• Marschark M, Richtsmeier L, Richardson J, Crovitz H, Henry J. Intellectual and emotional functioning in college students following mild traumatic brain injury in childhood and adolescence. J Head Trauma Rehabil. 2000; 15:1227–1245.
   PubMed Web of Science ®Google Scholar
• Johnson J, Lui L, Yaffe K. Executive function, more than global cognition, predicts functional decline and mortality in elderly women. J Gerontol. 2007;62A:1134–1141.
   Google Scholar
• Tavano A, Galbiati S, Recla M, et al. Cognitive recovery after severe traumatic brain injury in children/adolescents and adults: similar positive outcome but different underlying pathways? Brain Inj. 2014;28:900–905.
   PubMed Web of Science ®Google Scholar
• Schmitter-Edgecombe M, Seelye A. Recovery of content and temporal order memory for performed activities following moderate to severe traumatic brain injury. J Clin Exp Neuropsychol. 2012;34:256–268.
   PubMed Web of Science ®Google Scholar
• Whyte J, Polansky M, Fleming M, Branch H, Cavallucci C. Sustained arousal and attention after traumatic brain injury. Neuropsychology. 1995;33:797–813.
   Web of Science ®Google Scholar
• Yeates G, Hamill M, Sutton L, et al. Dysexecutive problems and interpersonal relating following frontal brain injury: reformulation and compensation in cognitive analytic therapy (CAT). Neuro-Psychoanalysis. 2008;10:43–58.
   Google Scholar
• Yeates K, Armstrong K, Janusz J, et al. Long-term attention problems in children with traumatic brain injury. J Am Acad Child Adolesc Psychiatry. 2005;44:574–584.
   PubMed Web of Science ®Google Scholar
• Hux K, Bush E, Zickefoose S, Holmberg M, Henderson A, Simanek G. Exploring the study skills and accommodations used by college student survivors of traumatic brain injuries. Brain Inj. 2010;24:13–26.
   PubMed Web of Science ®Google Scholar
• Gordon W, Haddad L, Brown M, Hibbard M, Sliwinski M. The sensitivity and specificity of self-reported: the sensitivity and specificity of self-reported injury. Brain Inj. 2000;14:21–33.
   PubMed Web of Science ®Google Scholar
• Anstey K, Butterworth P, Jorm A, Christensen H, Rodgers B, Windsor T. A population survey found an association between self-reports of traumatic brain injury and increased psychiatric symptoms. J Clin Epidemiol. 2004; 57:1202–1209.
   PubMed Web of Science ®Google Scholar
• Pangilinan P. Classification and complications of traumatic brain injury. Available at: http://emedicine.medscape.com/article/326643-overview. Accessed November 1, 2014.
   Google Scholar
• Burgess P, Alderman N, Evans J, Emslie H, Wilson B. The ecological validity of tests of executive function. J Int Neuropsychol Soc. 1998;4:547–558.
   PubMed Web of Science ®Google Scholar
• Simblett S, Bateman A. Dimensions of the Dysexecutive Questionnaire (DEX) examined using Rasch analysis. Neuropsychol Rehabil. 2011;21:1–25.
   PubMed Web of Science ®Google Scholar
• Wagner M, Newman L, Cameto R, Garza N, Levine P. After High School: A First Look at the Postschool Experiences of Youth With Disabilities. A report from the National Longitudinal Transition Study—2. Menlo Park, CA: SRI International; 2005.
   Google Scholar
• Stewart-Scott AM, Douglas JM. Educational outcome for secondary and postsecondary students following traumatic brain injury. Brain Inj. 1998;12:317–331.
   PubMed Web of Science ®Google Scholar
• Bivona U, Ciurli P, Barba C, Onder G, Azicnuda E, Silvestro D. Executive function and metacognitive self-awareness after severe traumatic brain injury. J Int Neuropsychol Soc. 2008;14:862–868.
   PubMed Web of Science ®Google Scholar
• Kennedy MR., Krause MO. Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports. J Head Trauma Rehabil. 2011;26:212–223.
   PubMed Web of Science ®Google Scholar
• Getzel E, McManus S, Briel L. Expanding support services on campus. In: Getzel EE, Wehman P, eds. Going to College. Baltimore, MD: Brookes; 2006:139–162.
   Google Scholar
• Mowbray CT, Moxley DP. A framework for initiating supported education programs. Psychosoc Rehabil J. 1993;17:129–150.
   Google Scholar
• Dunlosky J, Hertzog C, Kennedy M, Thiede K. The self-monitoring approach for effective learning. Cogn Technol. 2005;10:4–11.
   Google Scholar
• Hollingworth RW, McLoughlin C. Developing science students' metacognitive problem solving skills online. Australas J Educ Technol. 2001;17:50–63.
   Google Scholar