North American Pilot of TBIconneCT: A Social Communication Intervention via Telehealth for Individuals With Traumatic Brain Injury and Their Conversation Partners.

Purpose: The purpose of this pilot investigation was to identify formative feedback to guide the development of a North American version of the TBIconneCT program. A secondary purpose was to examine the feasibility of delivering the intervention by graduate students.

Method: Two cohorts of individuals with chronic brain injuries and their communication partners were recruited for a 10-week, modified TBIconneCT program delivered by graduate student clinicians via telehealth.

Healthcare perceptions of persons with traumatic brain injuries across providers: shortcomings in the chronic phase of care.

Objective: This investigation sought to examine the perceptions of individuals with mild, moderate, and severe traumatic brain injury (TBIs) toward healthcare providers across rehabilitation contexts (acute, rehabilitation, and chronic).

Methods: The mCARE-TBI survey was distributed via Qualtrics throughout the US and Canada. Sixty-four survey responses met criteria for analysis.

Core components of project-based intervention after acquired brain injury: Delivering meaningful groups online.

Background: Rehabilitation for cognitive-communication impairments following brain injury can be complex given the heterogenous nature of impairments post injury. Project-based intervention has the potential to improve communication skills and create a meaningful real-life context where individuals collaborate to develop a concrete product, which benefits others. While evidence for this intervention is emerging, the COVID-19 pandemic prompted increased use of telehealth interventions to serve people with brain injury.

Clinically Applicable Sociolinguistic Assessment for Cognitive-Communication Disorders.

Purpose: The third International Cognitive-Communication Disorders Conference was held in early 2022, providing an opportunity for researchers and clinicians to discuss management of cognitive-communication disorders (CCDs). Presentations that addressed social discourse initiated broader conversations about implementing sociolinguistic methods in research and clinical contexts. Given the heterogeneity of CCDs and sociocultural contexts, a person-centered approach is needed.

"I Avoid Interactions With Medical Professionals as Much as Possible Now": Health Care Experiences of Individuals With Traumatic Brain Injuries.

Purpose: This study examined the perceptions of health care experiences by individuals with traumatic brain injuries (TBIs) across the recovery continuum, regarding care received by a variety of health care providers following their TBI. It sought to identify whether perceptions differed across mild, moderate, and severe participants, as well as acute, subacute, and chronic recovery.

Method: Eighteen individuals with TBI were interviewed, using the Sydney Psychosocial Reintegration Scale-Second Edition (SPRS-2) and a semistructured interview about health care perceptions.

"I never thought I would be an international speaker … but I am": an interpretive qualitative analysis of experiences of a project-based advocacy intervention.

Acquired brain injuries (ABI) result in changes to physical, cognitive, psychosocial, and economic domains, which alter an individual's sense of self and identity. Interactions with healthcare providers may further contribute to conceptualization of self after ABI. Cognitive rehabilitation is intended to address cognitive-communication impairments, as well as psychological changes to the sense of self and identity that follow ABI.

Joint Video Self-Modeling for Persons With Traumatic Brain Injury and Their Partners: A Case Series.

Purpose Individuals with traumatic brain injury (TBI) experience impairments to self-regulation and social communication that strain relationships. Video self-modeling (VSM) provides visible and audible, tangible evidence of what they do well and what could improve. Conducting such training in the context of authentic exchanges with their everyday partners may support positive change in social communication.

Immersion learning at an aphasia camp: Analysing student video reflections.

Purpose: Aphasia camps provide a learning context where students can gain knowledge and skills for clinical practise and regarding the lived experience of individuals affected by aphasia. The aim was to examine student learning experiences at a rustic, residential aphasia camp and explore the potential utility of video reflections.

Method: Twenty-two student participants, who served as volunteer staff at an aphasia camp, reflected daily on their learning experiences.

Using Formative Video Competencies and Summative In-Person Competencies to Examine Preparedness for Entry-Level Professional Practice.

A key element of competency-based education is assessment. Effective assessment requires access to a core set of expectations that match a learner's level of preparation. Miller's triangle provides a framework for establishing appropriate expectations that move learners from novice to entry-level clinicians.

A Survey of Counseling Curricula Among Accredited Communication Sciences and Disorders Graduate Student Programs.

Purpose The purpose of this article is to examine the current state of counseling curriculum within the discipline. The last systematic survey of counseling curriculum within the disciplines of communication sciences and disorders was completed with data from 1983 (McCarthy et al., 1986).

Video-based administration of the La Trobe Communication Questionnaire for adults with traumatic brain injury and their communication partners.

Primary Objective: To explore the use of direct video-based review for administration of the LaTrobe Communication Questionnaire (LCQ), and explore use of the LCQ as a tool for identifying and prioritizing targets for partner-based intervention.

Research Design: Between-groups design comparing self- vs partner ratings of social communication behaviours in conversation and qualitative analysis of response patterns and participant feedback.

Methods And Procedures: Eight adults with moderate-to-severe TBI and their partners engaged in 20-minute videotaped conversations, elicited using a topic-starter task.