The purpose of this study was to examine implementation barriers and facilitators related to evidence-based concussion management among school-based speech-language pathologists (SLPs). Using the Integrated Promoting Action on Research Implementation in Health Services (i-PARIHS) framework, we explored how innovation, recipient, context, and facilitation factors influence SLPs' ability to bridge the know–do gap in return-to-learn (RTL) care for students with concussion.

This study aimed to refine and validate the Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C). Using an iterative, user-informed approach grounded in Bandura’s Sources of Self-Efficacy theory, the study proceeded in two phases. Phase 1 involved distributing the original scale via an online survey to college students with and without concussion, followed by interviews with students with concussion to guide item refinement. Phase 2 tested the revised SOURSES-C with new samples to evaluate its structural validity, convergent validity, and reliability.

Person-centered goals represent meaningful and motivating aspirations of patients and help rehabilitation professionals shape treatment plans to meet individual needs. The purpose of this research note is to describe person-centered goals identified among individuals receiving speech-language pathology services after mild traumatic brain injury (mTBI) and to consider how goals might be informed by existing self-report measures and guide treatment planning.

Speech-language pathologists provide important services to people recovering from mild traumatic brain injury (mTBI), also called concussion, although they may be underutilized in outpatient care. Because health care providers face challenges in selecting assessments to efficiently describe patient needs, the purpose of this study was to describe factors related to patients receiving speech-language pathology services after mTBI, as well as how assessments predict amount of services received.

The purpose of this article is to describe the importance of and strategies to identify traumatic brain injury (TBI) and associated cognitive-communication disorders (CCDs) in children, a priority identified by the attendees at the Fourth International Cognitive-Communication Disorders Conference. Childhood TBI is associated with a range of difficulties, including CCDs, that can adversely impact functioning and participation into adulthood. Identifying a history of TBI in children in schools is the crucial first step to then monitor, assess, and provide evidence-based intervention and accommodations in collaboration with families and medical and educational professionals.

Functional electrical stimulation (FES) and robotic exoskeletons represent emerging technologies with significant potential for restoring critical physical functions such as standing and walking—functions that are most susceptible after spinal cord injury (SCI). However, the further development and successful integration of these technologies into clinical practice and daily life require a deep understanding of consumer perspectives.

Given the limited availability of topic-specific resources, many people turn to anonymous social media platforms such as Reddit to seek information and connect to others with similar experiences and needs. Mining of such data can therefore identify unmet needs within the community and allow speech-language pathologists to incorporate clients' real-life insights into clinical practices.

Objective: This mixed method study examined how psychosocial factors from the Theory of Planned Behavior and Reasoned Action (TPB/RA) influence health-seeking behaviors after concussion, expanding from student-athlete TPB/RA research to assess the influence of psychosocial factors within a general college population. Participants: Two hundred and forty-four students participated from a large Southeastern public university. Methods: A concurrent nested mixed-methods approach involving closed- and constructed- response survey questions.

College students with concussion experience academic, cognitive and psychosocial challenges, yet frequently lack supports necessary for successful reintegration into school. Success in College after Concussion with Effective Student Supports (SUCCESS) is a virtual peer mentoring program designed to provide education, support and connection through a mobile application. The purpose of this study was to describe use of personas as components of mobile app development and conduct preliminary testing of SUCCESS using personas.

To examine levels of reading self-efficacy in college students and further understand sources that foster reading self-efficacy at the postsecondary level, there is a need for a valid scale that can be used for college student populations.

Examine concussion effects on academic outcomes, including student perspectives.

This study examines school-based speech-language pathologists' (SLPs’) experience, knowledge, and confidence in supporting students as they return to the classroom following concussion, with a particular focus on knowledge of new management guidelines over the last decade.

Speech-language pathologists are increasingly being recognized as key members of concussion management teams. This study investigates whether self-report of communication problems postconcussion may be useful in identifying clients who could benefit from speech-language pathology services.

To preliminarily evaluate a screening tool developed to identify cognitive and communication complaints post-concussion and guide referrals to speech-language pathology (SLP) rehabilitation services.

People with traumatic brain injury (TBI) often struggle with complex reading, limiting participation in work and educational settings. This systematic review and meta-analysis examined studies of reading conducted with adolescents and adults with TBI to describe reading problems post TBI and investigate underlying factors for the effects of TBI on reading abilities.