title: Supporting the literacy skills of adolescents with traumatic brain injury.
abstract: Traumatic brain injury (TBI) can affect developmental trajectories as well as language, attention, memory, executive functions, and other cognitive skills related to literacy. Literacy demands change through adolescence and into young adulthood, with academic literacy demands increasing and vocational literacy demands being introduced. Speech-language pathology services must evolve with the literacy needs of each client. This article discusses assessment and treatment approaches designed for adolescents with TBI and recommendations for adapting literacy interventions from the learning disabilities literature. Through proper assessment and intervention, speech-language pathologists can have a meaningful impact on the academic and vocational literacy needs of adolescents with TBI.
authors: Department of Speech-Language-Hearing Sciences, University of Minnesota: Twin Cities, Minneapolis, Minnesota.
authors: Miriam
authors: M
authors: Krause
authors: Walter Reed National Military Medical Center, Audiology and Speech Center, Bethesda, Maryland.
authors: Lindsey
authors: L
authors: Byom
authors: Rehabilitation Institute of Chicago, Northwestern University, Chicago, Illinois.
authors: Peter
authors: P
authors: Meulenbroek
authors: Department of Communication Disorders, Central Michigan University, Mount Pleasant, Michigan.
authors: Stephanie
authors: S
authors: Richards
authors: Department of Speech-Language-Hearing Sciences, University of Minnesota: Twin Cities, Minneapolis, Minnesota.
authors: Katy
authors: K
authors: O'Brien
mesh_terms: D000293:Adolescent; D001930:Brain Injuries / Q000150:complications / Q000628:therapy*; D006801:Humans; D058980:Information Literacy; D007802:Language; D007859:Learning Disabilities / Q000209:etiology / Q000628:therapy*; D011932:Reading; D013066:Speech-Language Pathology / Q000379:methods* / Q000458:organization & administration*; D014956:Writing