Concussion, Brain, Traumatic Brain Injury
Conditions
Brief summary
Up to 28% of undergraduate college students report a suspected history of traumatic brain injury. Following traumatic brain injury, college students fail and repeat more courses and have lower grade point averages. Further complicating this problem may be the fact that college students lack knowledge of traumatic brain injury definition, its associated symptoms, and individuals involved in post-injury management. In this project, the investigators propose to compare the use of an established treatment model (i.e., the Dynamic Coaching Model) to a novel protocol (i.e., the Apprenticeship Approach) that includes explicit instruction about traumatic brain injury in college students with this population. The investigators will use a group comparison design to examine the efficacy of this instructional component. This work incorporates findings from educational psychology and speech-language pathology (e.g., the included instructional materials adhere to the principles of adult learning). As such, this work will advance the field's basic understanding of currently recommended treatment components and will systematically examine the effects of incorporating explicit instruction into an existing treatment model.
Interventions
BEHAVIORALDynamic Coaching Model
This is a behavioral intervention which includes metacognitive strategy training and personalized strategy and external aid use training.
BEHAVIORALApprenticeship Approach
This is a behavioral intervention which includes explicit education about traumatic brain injury, its symptoms, and individuals who may provide assistance post-injury, metacognitive strategy training and personalized strategy and external aid use training.
Sponsors
University of Arizona
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
DOUBLE (Caregiver, Investigator)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* a documented history of mild, moderate, or severe traumatic brain injury no more than 36 months prior to study initiation * speak English as a primary language * at least 18 years of age * demonstrate no barriers related to hearing, vision, reading, or technology that prevent successful experimental task completion.
Exclusion criteria
* no documented history of mild, moderate, or severe traumatic brain injury * injury occurred more than 36 months prior to study initiation * do not speak English as a primary language * are not at least 18 years of age * demonstrate barriers related to hearing, vision, reading, or technology that prevent successful experimental task completion.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in performance on a knowledge questionnaire | Up to 6 months (conducted once pre-intervention and once post-intervention) | adapted from Knollman-Porter et al., 2017 |
| Change in performance on measures of academic achievement | Up to 6 months (conducted once pre-intervention and once post-intervention) | Self-Efficacy Scale (5-point scale) |
| Change in performance on subjective confidence rankings | Up to 6 months (conducted once pre-intervention and once post-intervention) | Confidence rankings on a 5-point Likert scale for therapy task performance and functional academic task performance |
| Performance on subjective intervention satisfaction rankings | Up to 6 months (conducted one time in each intervention session; i.e., three times total) | Subjective rankings on a 5-point Likert scale for intervention satisfaction, likelihood to recommend intervention to a friend, and desire to continue intervention. |
| Change in performance on a measure of quality of life: QOLIBRI (Quality of Life After Brain Injury) | Up to 6 months (conducted once pre-intervention and once post-intervention) | QOLIBRI (Quality of Life After Brain Injury) |
Countries
United States
Outcome results
None listed