Speech-Language Pathologists' Practices for Addressing Cognitive Deficits in College Students With Traumatic Brain Injury

Abstract

Purpose Traumatic brain injury (TBI) accounts for a large percentage of death and disability in the United States. Survivors of TBI and their families often face impaired cognition (e.g., memory or attention). Currently, evidence supports the use of individualized cognitive therapy for individuals who experience TBI. Therefore, we conducted a modified narrative literature review of speech-language pathologists' practices relative to college students with TBI. Method We conducted a search across three platforms. Nine hundred sixty-three articles were reviewed by title. From this, 178 articles were selected to be reviewed by abstract and 36 articles were read in full. Of these, 13 articles were included in the review. Articles were selected for inclusion or exclusion based on specific criteria related to population and diagnosis. Results Overall, little evidence exists to guide clinicians regarding specific assessment and treatment practices for college students postinjury. The findings of this review article span four major areas: (a) general service delivery efforts, (b) education, (c) assessment, and (d) treatment. Conclusion Results of the literature search indicate that evidence is lacking to support specific practices for use by speech-language pathologists with this population and highlight future research needs to inform clinical practice.