An international survey of assessment and treatment practice for discourse in paediatric Acquired Brain Injury

References

• Araki, T., Yokota, H., & Morita, A. (2017). Pediatric traumatic brain injury: Characteristic features, diagnosis, and management. Neurologia Medico-Chirurgica, 57, 82–93. doi:10.2176/nmc.ra.2016-0191
   PubMed Web of Science ®Google Scholar
• Baddeley, A., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47–89). New York: Academic Press.
   Google Scholar
• Berman, R.A. (2007). Developing linguistic knowledge and language use across adolescence. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 347–367). Malden, MA: Blackwell Publishing. doi:10.1002/9780470757833.ch17
   Google Scholar
• Biddle, K.R., McCabe, A., & Bliss, L.S. (1996). Narrative skills following traumatic brain injury in children and adults. Journal of Communication Disorders, 29, 447–469. doi:10.1016/0021-9924(95)00038-0
   PubMed Web of Science ®Google Scholar
• Byom, L.J., & Turkstra, L. (2012). Effects of social cognitive demand on theory of mind in conversations of adults with traumatic brain injury. International Journal of Language & Communication Disorders, 47, 310–321. doi:10.1111/j.1460-6984.2011.00102.x
   PubMed Web of Science ®Google Scholar
• Cannizzaro, M.S., & Coelho, C.A. (2002). Treatment of story grammar following traumatic brain injury: A pilot study. Brain Injury, 16, 1065–1073. doi:10.1080/02699050210155230
   PubMed Web of Science ®Google Scholar
• Carrow-Woolfolk, E. (1999). Comprehensive assessment of spoken language. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Chapman, S.B., Culhane, K.A., Levin, H.S., Harward, H., Mendelsohn, D., Ewing-Cobbs, L., … Bruce, D. (1992). Narrative discourse after closed head injury in children and adolescents. Brain and Language, 43, 42–65. doi:10.1016/0093-934X(92)90020-F
   PubMed Web of Science ®Google Scholar
• Chapman, S.B. (1997). Cognitive-communication abilities in children with closed head injury. American Journal of Speech-Language Pathology, 6, 50–58. doi:10.1044/1058-0360.0602.50
   Google Scholar
• Chapman, S.B., McKinnon, L., Levin, H.S., Song, J., Meier, M.C., & Chiu, S. (2001). Longitudinal outcome of verbal discourse in children with traumatic brain injury: three-year follow-up. The Journal of Head Trauma Rehabilitation, 16, 441–455. doi:10.1097/00001199-200110000-00004
   PubMed Web of Science ®Google Scholar
• Cicerone, K., Levin, H., Malec, J., Stuss, D., & Whyte, J. (2006). Cognitive rehabilitation interventions for executive function: Moving from bench to bedside in patients with traumatic brain injury. Journal of Cognitive Neuroscience, 18, 1212–1222. doi:10.1162/jocn.2006.18.7.1212
   PubMed Web of Science ®Google Scholar
• Coelho, C., Ylvisaker, M., & Turkstra, L.S. (2005). Nonstandardized assessment approaches for individuals with traumatic brain injuries. Seminars in Speech and Language, 26, 223–241. doi:10.1055/s-2005-922102
   PubMedGoogle Scholar
• Coelho, C. (2007). Management of discourse deficits following traumatic brain injury: Progress, caveats, and needs. Seminars in Speech and Language, 28, 122–135. doi:10.1055/s-2007-970570
   PubMedGoogle Scholar
• College of Audiologists and Speech-Language Pathologists of Ontario. (2018). Preferred practice guidelines for cognitive-communication disorders. Toronto, Ontario: CASLPO. Retrieved from http://www.caslpo.com/sites/default/uploads/files/PSG_EN_Acquired_Cognitive_Communication_Disorders.pdf
   Google Scholar
• Crowe, L., Babl, F., Anderson, V., & Catroppa, C. (2009). The epidemiology of paediatric head injuries: Data from a referral centre in Victoria, Australia. Journal of Paediatrics and Child Health, 45, 346–350. doi:10.1111/j.1440-1754.2009.01499.x
   PubMed Web of Science ®Google Scholar
• Douglas, J.M. (2010). Using the La Trobe Communication Questionnaire to measure perceived social communication ability in adolescents with traumatic brain injury. Brain Impairment, 11, 171–182. doi:10.1375/brim.11.2.171
   Web of Science ®Google Scholar
• Dunn, L., & Dunn, D. (2007). Peabody picture vocabulary test (4 ed.). San Antonio, TX: Pearson Assessment.
   Google Scholar
• Ellmo, W.J. (1995). MCLA, measure of cognitive-linguistic abilities. Vero Beach, Fla.: The Speech Bin.
   Google Scholar
• Faul, M., Xu, L., Wald, M., & Coronado, V. (2010). Traumatic Brain Injury in the United States: Emergency Department Visits, Hospitalizations and Deaths.
   Google Scholar
• Frank, E., Williams, A., & Butler, J. (1997). Current socio-cognitive communication assessment protocols for children with traumatic brain injury. Journal of Medical Speech-Language Pathology, 5, 97–111.
   Google Scholar
• Frith, M., Togher, L., Ferguson, A., Levick, W., & Docking, K. (2014). Assessment practices of speech-language pathologists for cognitive communication disorders following traumatic brain injury in adults: An international survey. Brain Injury, 28, 1657–1666. doi:10.3109/02699052.2014.947619
   PubMed Web of Science ®Google Scholar
• Gillam, R., & Pearson, N. (2004). Test of narrative language. Austin, TX: PRO-ED.
   Google Scholar
• Glisson, L., Leitão, S., & Claessen, M. (2019). Evaluating the efficacy of a small-group oral narrative intervention programme for pre-primary children with narrative difficulties in a mainstream school setting. Australian Journal of Learning Difficulties, 24, 1–20. doi:10.1080/19404158.2019.1596138
   Web of Science ®Google Scholar
• Heilmann, J., & Malone, T.O. (2014). The rules of the game: properties of a database of expository language samples. Language, Speech, and Hearing Services in Schools, 45, 277–290. doi:10.1044/2014_LSHSS-13-0050
   PubMed Web of Science ®Google Scholar
• Heilmann, J., Malone, T.O., & Westerveld, M.F. (2020). Properties of spoken persuasive language samples from typically developing adolescents. Language, Speech, and Hearing Services in Schools, 51, 441–456. doi:10.1044/2019_LSHSS-19-00078
   PubMed Web of Science ®Google Scholar
• Hemphill, L., Feldman, H.M., Camp, L., Griffin, T.M., Miranda, A.E., & Wolf, D.P. (1994). Developmental changes in narrative and non-narrative discourse in children with and without brain injury. Journal of Communication Disorders, 27, 107–133. doi:10.1016/0021-9924(94)90037-X
   PubMed Web of Science ®Google Scholar
• Hill, E., Claessen, M., Whitworth, A., & Boyes, M. (2021). Profiling variability and development of spoken discourse in mainstream adolescents. Clinical Linguistics & Phonetics, 35, 117–121. doi:10.1080/02699206.2020.1731607
   PubMed Web of Science ®Google Scholar
• Hotz, G.A., Helm-Estabrooks, N., Nelson, N.W., & Plante, E. (2009). The Pediatric Test of Brain Injury: Development and Interpretation. Topics in Language Disorders, 29, 207–223. doi:10.1097/TLD.0b013e3181b53198
   Web of Science ®Google Scholar
• Joanette, Y., Ska, B., & Côté, H. (2004). Protocole Montréal d'Évaluation de la Communication. Isbergues: France Ortho Édition.
   Google Scholar
• Karlsen, J., Hjetland, H.N., Hagtvet, B.E., Braeken, J., & Melby-Lervåg, M. (2021). The concurrent and longitudinal relationship between narrative skills and other language skills in children. First Language, 41, 555–572. doi:10.1177/0142723721995688
   Web of Science ®Google Scholar
• Kintz, S., Hibbs, V., Henderson, A., Andrews, M., & Wright, H.H. (2018). Discourse-based treatment in mild traumatic brain injury. Journal of Communication Disorders, 76, 47–59. doi:10.1016/j.jcomdis.2018.08.001
   PubMed Web of Science ®Google Scholar
• Laugeson, E.A., Frankel, F., Gantman, A., Dillon, A.R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS Program. Journal of Autism and Developmental Disorders, 42, 1025–1036. doi:10.1007/s10803-011-1339-1
   PubMed Web of Science ®Google Scholar
• Leung, S.-O. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-point Likert scales. Journal of Social Service Research, 37, 412–421. doi:10.1080/01488376.2011.580697
   Web of Science ®Google Scholar
• Lundine, J.P., & Hall, A. (2020). Using nonstandardized assessments to evaluate cognitive-communication abilities following pediatric traumatic brain injury. Seminars in Speech and Language, 41, 170–182. doi:10.1055/s-0040-1701685
   PubMed Web of Science ®Google Scholar
• MacDonald, S. (2016). Assessment of higher level cognitive-communication functions in adolescents with ABI: Standardization of the student version of the functional assessment of verbal reasoning and executive strategies (S-FAVRES). Brain Injury, 30, 295–310.
   Google Scholar
• MacDonald, S. (2017). Introducing the model of cognitive-communication competence: A model to guide evidence-based communication interventions after brain injury. Brain Injury, 31, 1760–1780. doi:10.1080/02699052.2017.1379613
   PubMed Web of Science ®Google Scholar
• MacWhinney, B. (2019). Understanding spoken language through TalkBank. Behavior Research Methods, 51, 1919–1927. doi:10.3758/s13428-018-1174-9
   PubMed Web of Science ®Google Scholar
• Meulenbroek, P., Ness, B., Lemoncello, R., Byom, L., MacDonald, S., O'Neil-Pirozzi, T.M., & Moore Sohlberg, M. (2019). Social communication following traumatic brain injury part 2: Identifying effective treatment ingredients. International Journal of Speech-Language Pathology, 21, 128–142. doi:10.1080/17549507.2019.1583281
   PubMed Web of Science ®Google Scholar
• MacDonald, S., & Wiseman-Hakes, C. (2010). Knowledge translation in ABI rehabilitation: A model for consolidating and applying the evidence for cognitive-communication interventions. Brain Injury, 24, 486–508. doi:10.3109/02699050903518118
   PubMed Web of Science ®Google Scholar
• McCauley, S.R., Wilde, E.A., Anderson, V.A., Bedell, G., Beers, S.R., Campbell, T.F., … Yeates, K.O. (2012). Recommendations for the use of common outcome measures in pediatric traumatic brain injury research. Journal of Neurotrauma, 29, 678–705. doi:10.1089/neu.2011.1838
   PubMed Web of Science ®Google Scholar
• Miller, J., & Iglesias, A. (2018). Systematic Analysis of Language Transcripts [SALT], Research Version 2018. Middleton, WI: SALT Software, LLC.
   Google Scholar
• Ministry of Education Western Australia. (2013). First steps series: Teaching children how to write informational texts. Perth, Australia: Ministry of Education.
   Google Scholar
• Morgan, A., Mei, C., Anderson, V., Waugh, M., & Cahill, L. (2017). Clinical practice guideline for the management of communication and swallowing disorders following paediatric traumatic brain injury. Melbourne, Victoria: Murdoch Children's Research Institute.
   Google Scholar
• National Institute for Health and Care Excellence. (2014). Head injury: Assessment and early management. London, England: NICE. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK552670/
   Google Scholar
• Nippold, M., Mansfield, T., Billow, J., & Tomblin, B. (2008). Expository discourse in adolescents with language impairments: Examining syntactic development. American Journal of Speech-Language Pathology, 17, 356–366. doi:http://dx.doi.org/10.1044/1058-0360(2008/07-0049)
   PubMed Web of Science ®Google Scholar
• Oberg, L., & Turkstra, L.S. (1998). Use of elaborative encoding to facilitate verbal learning after adolescent traumatic brain injury. The Journal of Head Trauma Rehabilitation, 13, 44–62. doi:http://dx.doi.org/10.1097/00001199-199806000-00005
   PubMed Web of Science ®Google Scholar
• Pike, S. (2006). TopicTalk™ conversation card game. Greenville, CA: Super Duper Publications.
   Google Scholar
• Pritchard, M., Dipper, L., Morgan, G., & Cocks, N. (2015). Language and iconic gesture use in procedural discourse by speakers with aphasia. Aphasiology, 29, 826–844. doi:10.1080/02687038.2014.993912
   PubMed Web of Science ®Google Scholar
• Renfrew, C. (2010). The bus story test: A test of narrative speech (4 ed.). London, England: Speechmark Publishing.
   Google Scholar
• Schickedanz, J.A., Schickedanz, D.I., Forsyth, P.D., & Forsyth, G.A. (2001). Understanding children and adolescents (4th ed.). Needham Heights, MA: Allyn and Bacon
   Google Scholar
• Semel, E., Wiig, E., & Secord, W. (2003). Clinical evaluation of language fundamentals fourth edition. San Antonio, TX: Psychological Corp.
   Google Scholar
• Snow, P., & Powell, M. (2007). Oral language competence, social skills and high-risk boys: What are juvenile offenders trying to tell us? Children & Society, 22, 16–28. doi:10.1111/j.1099-0860.2006.00076.x
   Web of Science ®Google Scholar
• Sohlberg, M.M., MacDonald, S., Byom, L., Iwashita, H., Lemoncello, R., Meulenbroek, P., … O'Neil-Pirozzi, T.M. (2019). Social communication following traumatic brain injury part I: State-of-the-art review of assessment tools. International Journal of Speech-Language Pathology, 21, 115–127. doi:10.1080/17549507.2019.1583280
   PubMed Web of Science ®Google Scholar
• Spencer, T.D., & Petersen, D.B. (2020). Narrative intervention: Principles to practice. Language, Speech, and Hearing Services in Schools, 51, 1081–1096. doi:10.1044/2020_LSHSS-20-00015
   PubMed Web of Science ®Google Scholar
• Steel, J., & Togher, L. (2019). Social communication assessment after traumatic brain injury: a narrative review of innovations in pragmatic and discourse assessment methods. Brain Injury, 33, 48–61. doi:10.1080/02699052.2018.1531304
   Web of Science ®Google Scholar
• Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. Freedle (Ed.), New directions in discourse processing (pp. 53–120). Norwood, NJ: Ablex.
   Google Scholar
• Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. doi:10.1016/j.cogdev.2018.04.005
   Web of Science ®Google Scholar
• Thomas-Stonell, N., Johnson, P., Schuller, R., & Jutai, J. (1994). Evaluation of a computer-based program for remediation of cognitive-communication skills. The Journal of Head Trauma Rehabilitation, 9, 25–37. doi:http://dx.doi.org/10.1097/00001199-199412000-00005
   Google Scholar
• Togher, L., McDonald, S., Tate, R., Power, E., & Rietdijk, R. (2013). Training communication partners of people with severe traumatic brain injury improves everyday conversations: A multicenter single blind clinical trial. Journal of Rehabilitation Medicine, 45, 637–645. doi:http://dx.doi.org/10.2340/16501977-1173
   PubMed Web of Science ®Google Scholar
• Togher, L., Wiseman-Hakes, C., Douglas, J., Stergiou-Kita, M., Ponsford, J., Teasell, R., … Turkstra, L.S. (2014). INCOG recommendations for management of cognition following traumatic brain injury, part IV: Cognitive communication. The Journal of Head Trauma Rehabilitation, 29, 353–368. doi:10.1097/HTR.0000000000000071
   PubMed Web of Science ®Google Scholar
• Turkstra, L.S., Coelho, C., & Ylvisaker, M. (2005). The use of standardized tests for individuals with cognitive-communication disorders. Seminars in Speech and Language, 26, 215–222. doi:10.1055/s-2005-922101
   PubMedGoogle Scholar
• Turkstra, L.S., Politis, A.M., & Forsyth, R. (2015). Cognitive-communication disorders in children with traumatic brain injury. Developmental Medicine & Child Neurology, 57, 217–222. doi:10.1111/dmcn.12600
   PubMed Web of Science ®Google Scholar
• Westerveld, M., & Gillon, G. (2002). Language sampling protocol. Christchurch, New Zealand: University of Canterbury. Retrieved from: https://www.marleenwesterveld.com/wp-content/uploads/2017/04/WandGLanguageSamplingProtocol.pdf
   Google Scholar
• Westerveld, M. F., & Gillon, G. T. (2008). Oral narrative intervention for children with mixed reading disability. Child Language Teaching and Therapy, 24, 31–54. https://doi.org/10.1177/0265659007084567
   Web of Science ®Google Scholar
• Westerveld, M., & Claessen, M. (2014). Clinician survey of language sampling practices in Australia. International Journal of Speech-Language Pathology, 16, 242–249. doi:10.3109/17549507.2013.871336
   PubMed Web of Science ®Google Scholar
• Wiig, E., & Secord, W. (1989). Test of language competence – Expanded Edition. San Antonio, TX: Pearson Assessments.
   Google Scholar
• Wiseman-Hakes, C., Stewart, M.L., Wasserman, R., & Schuller, R. (1998). Peer group training of pragmatic skills in adolescents with acquired brain injury. The Journal of Head Trauma Rehabilitation, 13, 23–38. doi:10.1097/00001199-199812000-00005
   PubMed Web of Science ®Google Scholar
• World Health Organization. (2007). International classification of functioning, disability, and health: Children and youth version. Geneva, Switzerland: World Health Organization.
   Google Scholar
• Ylvisaker, M., Turkstra, L.S., & Coelho, C. (2005). Behavioral and social interventions for individuals with traumatic brain injury: A summary of the research with clinical implications. Seminars in Speech and Language, 26, 256–267. doi:10.1055/s-2005-922104
   PubMedGoogle Scholar
• Youse, K.M., & Coelho, C.A. (2005). Working memory and discourse production abilities following closed-head injury. Brain Injury, 19, 1001–1009. doi:10.1080/02699050500109951
   PubMed Web of Science ®Google Scholar