Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students.

Purpose An important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies.

Read, Understand, Learn, & Excel (RULE): Development and Feasibility of a Reading Comprehension Measure for Postsecondary Learners.

Purpose: There is a lack of quick, reliable, and valid standardized reading comprehension assessments appropriate for postsecondary readers. We attempted to address this gap by designing Read, Understand, Learn, & Excel (RULE), a reading comprehension measure that employs sentence verification and recall tasks to assess reading comprehension. This article describes the exploratory study undertaken to construct RULE and then examines the preliminary concurrent validity and alternate form reliability of this measure.

Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury.

This study evaluated a computer-based prompting intervention for improving expository essay writing after acquired brain injury (ABI). Four undergraduate participants aged 18-21 with mild-moderate ABI and impaired fluid cognition at least 6 months post-injury reported difficulty with the writing process after injury. The study employed a non-concurrent multiple probe across participants, in a single-case design.

Developing Brain Injury Interventions on Both Ends of the Treatment Continuum Depends Upon Early Research Partnerships and Feasibility Studies.

Purpose: The purpose of this research article is to describe two very different lines of brain injury treatment research, both of which illuminate the benefits of implementation science.

Method: The article first describes the development and pilot of a computerized cognitive intervention and highlights how adherence to implementation science principles improved the design of the intervention. Second, the article describes the application of implementation science to the development of assistive technology for cognition.

An Exploratory Study of Reading Comprehension in College Students After Acquired Brain Injury.

Purpose: This exploratory study builds on the small body of existing research investigating reading comprehension deficits in college students with acquired brain injury (ABI).

Method: Twenty-four community college students with ABI completed a battery of questionnaires and standardized tests to characterize self-perceptions of academic reading ability, performance on a standardized reading comprehension measure, and a variety of cognitive functions of this population. Half of the participants in the sample reported traumatic brain injury (n = 12) and half reported nontraumatic ABI (n = 12).

Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.

Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI.

An evaluation of reading comprehension of expository text in adults with traumatic brain injury.

Purpose: This project was conducted to obtain information about reading problems of adults with traumatic brain injury (TBI) with mild-to-moderate cognitive impairments and to investigate how these readers respond to reading comprehension strategy prompts integrated into digital versions of text.

Method: Participants from 2 groups, adults with TBI (n = 15) and matched controls (n = 15), read 4 different 500-word expository science passages linked to either a strategy prompt condition or a no-strategy prompt condition. The participants' reading comprehension was evaluated using sentence verification and free recall tasks.

Phase I evaluation of the television assisted prompting system to increase completion of home exercises among stroke survivors.

PURPOSE. Effective delivery of dysphagia exercises requires intensive repetition, yet many brain injury survivors demonstrate difficulty adhering to home programmes. The Television Assisted Prompting (TAP) system provides a novel method to deliver intensive in-home therapy prompts.

When directions fail: Investigation of getting lost behaviour in adults with acquired brain injury.

Primary Objective: To investigate and describe getting lost behaviour and wayfinding strategies among acquired brain injury (ABI) survivors and matched controls.

Research Design: Matched control group comparison design.

Methods And Procedures: This study compared wayfinding performance of 18 adults with acquired brain injury to controls matched for gender, age and education.

How best to orient travellers with acquired brain injury: A comparison of three directional prompts.

Primary Objective: To compare the effects of written landmark, cardinal and left/right street directions on navigational success at the beginning of a walking route.

Research Design: Matched control group comparison design.

Methods And Procedures: This study compared navigational performance of 18 adults with acquired brain injury (ABI) to controls matched for gender, age and education.

Public computing options for individuals with cognitive impairments: survey outcomes.

Purpose: To examine availability and accessibility of public computing for individuals with cognitive impairment (CI) who reside in the USA.

Method: A telephone survey was administered as a semi-structured interview to 145 informants representing seven types of public facilities across three geographically distinct regions using a snowball sampling technique. An Internet search of wireless (Wi-Fi) hotspots supplemented the survey.

Validation of the Activities of Community Transportation model for individuals with cognitive impairments.

Purpose: To develop a theoretical, functional model of community navigation for individuals with cognitive impairments: the Activities of Community Transportation (ACTs).

Methods: Iterative design using qualitative methods (i.e.

A comparison of four prompt modes for route finding for community travellers with severe cognitive impairments.

Primary Objective: Navigational skills are fundamental to community travel and, hence, personal independence and are often disrupted in people with cognitive impairments. Navigation devices are being developed that can support community navigation by delivering directional information. Selecting an effective mode to provide route-prompts is a critical design issue.

A profile of community navigation in adults with chronic cognitive impairments.

Primary Objective: This study sought to identify navigation patterns and illuminate the barriers to and possible solutions for independent community travel in people with chronic cognitive impairments as a result of acquired brain injury.

Research Design: Two investigative methods were used to explore navigation in the population of interest: Study 1 was a field study and study 2 convened a series of focus groups with relevant stakeholders.

Methods And Procedures: For study 1, each week during a 4 month period, researchers administered a navigational survey and structured interview to a typical case sample of six participants in order to catalogue all trips taken outside the assistive living facility.

A pilot study exploring electronic (or e-mail) mail in users with acquired cognitive-linguistic impairments.

This paper reports the results of an exploratory study into the usability of a simplified e-mail interface for eight individuals with acquired cognitive-linguistic impairments. Participatory Action Research, a qualitative research method, was used to capture the range of performance variables and to emphasize a 'user-centred' approach to the research process. The participants were asked to read and reply to e-mails across four writing prompt conditions.