This study describes the development of the model of cognitive-communication competence, a new model that summarizes a complex array of influences on communication to provide a holistic view of communication competence after TBI.
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Cognitive Pragmatic Treatment is shown to improve communication abilities after TBI, thus enabling better management of communication activities in daily living.
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Research on the cellular mechanisms underlying mental fatigue suggest a dysfunction in the astroglial support of the glutamate transmission. Glutamate signaling is essential for information processing, including learning and memory.
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Describes brain volume changes and related cognitive/motor deficits in homeless persons with or without TBI versus controls.
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Checklists for school nurses and other school professionals to assess whether a student may have a concussion.
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This fact sheet helps school professionals know how to recognize a concussion and what to do if one occurs; and support students who return to school while recovering from a concussion.
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This fact sheet will help teachers, counselors, and school professionals know how to recognize a concussion and what to do if one occurs; and support students who return to school while recovering from a concussion.
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This fact sheet helps school nurses protect students from concussion or other serious brain injury; know how to recognize a concussion and what to do if one occurs; support students who return to school while recovering from a concussion; and provide steps to prevent concussion in school.
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Teachers play an important role in helping students recover from a concussion as they return to school. Making short-term changes to students’ school workload and schedule—and giving them the time to help their brain heal—can help them get back to their regular school routine.
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Evidence that a curriculum-based education, skill-building, and supportive intervention can benefit couples for up to 3 months after treatment.
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