Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury
| Autor: | Jennifer P. Lundine, Audrey Hall |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Male
Adolescent Traumatic brain injury Poison control Standardized test Neuropsychological Tests Occupational safety and health 030507 speech-language pathology & audiology 03 medical and health sciences Speech and Hearing Intervention (counseling) Injury prevention Brain Injuries Traumatic medicine Humans 0501 psychology and cognitive sciences Child Curriculum business.industry 05 social sciences Human factors and ergonomics LPN and LVN medicine.disease Communication Disorders Female 0305 other medical science business Psychology Cognition Disorders 050104 developmental & child psychology Clinical psychology |
| Zdroj: | Seminars in speech and language. 41(2) |
| ISSN: | 1098-9056 |
| Popis: | The subtle cognitive-communication challenges experienced by students with traumatic brain injury (TBI) are often missed, leaving these students with unmet needs in the school environment and increasing the likelihood for negative social, academic, and vocational outcomes. For children and adolescents with TBI, nonstandardized assessment offers several advantages over standardized assessment procedures, and may improve speech-language pathologists' ability to identify students who might benefit from intervention services. This article discusses curriculum-based assessment and discourse analysis specifically and uses case studies to demonstrate how these procedures can be used within the school environment. Nonstandardized assessment procedures are a valuable tool to measure a student's cognitive-communication abilities and the effects of intervention in real-world contexts. |
| Databáze: | OpenAIRE |
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