A Multicomponent Writing Intervention for a College Student with Mild Brain Injury

Autor/inn/en	Dinnes, Carly; Hux, Karen
Titel	A Multicomponent Writing Intervention for a College Student with Mild Brain Injury
Quelle	In: Communication Disorders Quarterly, 39 (2018) 4, S.490-500 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740117716416
Schlagwörter	Undergraduate Students; Writing Instruction; Intervention; Head Injuries; Expressive Language; Neurological Impairments; Writing Difficulties; Writing Evaluation; Writing Tests; Writing Improvement; Outcomes of Treatment; Regression (Statistics); English (Second Language); Language Tests; Written Language; Writing Ability; Scores; Semantics; Essays; Connected Discourse; Sentence Structure; Instructional Effectiveness; Test of Written English + Suchen Sie Ihr Suchwort? Schreibunterricht; Kopfverletzung; Neurodegenerative Erkrankung; Schreibstörung; Writing test; Schreibtest; Regression; Regressionsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Geschriebene Sprache; Schreibkompetenz; Semantik; Essay; Aufsatzunterricht; Satzbau; Satzstruktur; Unterrichtserfolg
Abstract	Written expression is a high-level language process susceptible to impairment given mild traumatic brain injury (mTBI); however, minimal research exists about assessing or treating this aspect of language performance. This study's purpose was to determine the effect of a multicomponent intervention on the written expression of an undergraduate student with mTBI resulting in generalized expressive language impairment. Pretreatment, intervention, and posttreatment sessions extended over 11 weeks. Intervention addressed semantic associations, semantic mapping, proofreading, organization, foundational skills, and goal setting. Data reflected performance on intervention components, writing probes, and pre-posttreatment completion of a standardized writing measure. Calculation and plotting of correct writing sequence percentages revealed substantial improvement. Linear regression analysis confirmed the trend line slope for intervention probes differed significantly from baseline probes. Comparison of pre-posttreatment test results also confirmed substantial improvement. Multicomponent instruction similar to that recommended for other students with writing challenges may be effective for people with mTBI. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01