Understanding Cognitive Communication Needs in Pediatric Traumatic Brain Injury: Issues Identified at the 2020 International Cognitive-Communication Disorders Conference

Author:

Ciccia Angela1ORCID,Lundine Jennifer P.23,O'Brien Katy H.4,Salley Jessica1,Krusen Sarah5,Wilson Bethany6,Kunz Jasmin7,Haarbauer-Krupa Juliet8

Affiliation:

1. Communication Sciences Program, Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH

2. Department of Speech & Hearing Science, The Ohio State University, Columbus

3. Division of Clinical Therapies & Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, OH

4. Department of Communication Sciences and Special Education, University of Georgia, Athens

5. Bucks County Intermediate Unit 22, Doylestown, PA

6. Riverview Intermediate Unit 6, Clarion, PA

7. Papillion La Vista Community Schools, Omaha, NE

8. Department of Pediatrics, Emory University School of Medicine, Atlanta, GA

Abstract

Purpose In early 2020, the second International Cognitive-Communication Disorders Conference was held to provide an opportunity for researchers and clinician-scientists to discuss the most recent advances and pressing issues in the care of individuals with cognitive-communication disorders (CCDs). Presentations and discussions resulted in the identification of four areas in need of attention: (a) terminology, (b) training, (c) interdisciplinary teams, and (d) pediatrics. We will explore the four themes identified at ICCDC, specifically expanding on how terminology, training, and teams intersect in pediatric traumatic brain injury care. Additionally, we will provide two case studies to highlight the integration of these themes and suggest ways to advance clinical service provision across medical and educational settings for persons with CCDs through the lens of pediatrics. Conclusion While speech-language pathology has come a long way since the original discussion of CCD over 30 years ago, clinicians and researchers have ongoing opportunities to help advance the ways in which speech-language pathologists offer support to persons, specifically children, with CCDs and to continue to advance the profession.

Publisher

American Speech Language Hearing Association

Subject

Speech and Hearing,Linguistics and Language,Developmental and Educational Psychology,Otorhinolaryngology

Reference48 articles.

1. Role of speech-language pathologists in the habilitation and rehabilitation of cognitively impaired individuals;American Speech-Language-Hearing Association;Asha,1987

2. American Speech-Language-Hearing Association. (1990). Interdisciplinary approaches to brain damage [Position statement] . http://www.asha.org/policy

3. American Speech-Language-Hearing Association. (2003). Evaluating and treating communication and cognitive disorders: approaches to referral and collaboration for speech-language pathology and clinical neuropsychology [Technical report] . https://www.asha.org/policy

4. American Speech-Language-Hearing Association. (2004). Preferred practice patterns for the profession of speech-language pathology [Preferred practice patterns] . https://www.asha.org/policy

5. American Speech-Language-Hearing Association. (2018). 2018 Schools Survey report: SLP caseload and workload characteristics. http://www.asha.org/research/memberdata/schoolssurvey/

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