Nonstandard assessment of youth with TBI (Hall et al., 2021)
journal contributionposted on 2021-08-05, 19:51 authored by Audrey Hall, Jennifer P. Lundine, Rebecca J. McCauley
Purpose: The purpose of this study is to describe and synthesize existing research on nonstandardized assessment of cognitive-communication abilities in children with traumatic brain injury (TBI) in order to improve the detection, diagnosis, and tracking of injury sequelae and guide appropriate service provision.
Materials and Method: A search of peer-reviewed journal databases revealed 504 unique articles published between January 2000 and August 2019. For full inclusion, articles had to report on empirical studies examining variables related to the nonstandardized assessment of cognitive-communication skills following TBI in children. Review articles, expert opinion pieces, and non–English language articles were excluded. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guided this process.
Results: Results were tabulated for each of the 14 articles that met full inclusion criteria. Included studies presented five different types of nonstandardized assessment: discourse analysis (n = 3), systematic observation of child’s performance during an instrumental activity of daily living (n = 4), virtual reality tasks (n = 3), structured cognitive tasks (n = 2), and functional rating scales (n = 2). The majority of included studies compared the outcomes of nonstandardized assessment against subtest scores and checklists drawn from a variety of existing standardized and criterion-referenced assessments. Targeted cognitive-communication skills included attention, working memory, self-regulation, planning, multitasking, social problem-solving, inferencing, and macrolevel discourse.
Conclusions: Preliminary research suggests that a well-designed and systematically implemented nonstandardized assessment can yield essential information about children’s cognitive-communication abilities in real-world contexts. Further research is needed to validate these assessments and to determine in which settings and situations they may prove most effective.
Supplemental Material S1. Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist.
Supplemental Material S2. Data extraction form.
Hall, A., Lundine, J. P., & McCauley, R. J. (2021). Nonstandardized assessment of cognitive-communication abilities following pediatric traumatic brain injury: A scoping review. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2021_AJSLP-20-00231
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traumatic brain injuryTBIpediatricchildrencognitioncognitivecommunicationabilityassessmentnonstandardizedreviewliteratureresearchscoping reviewcognitive-communicationdetectiondiagnosistrackingservicepeer-reviewdatabasearticlesempirical studiesPreferred Reporting Items for Systematic Reviews and Meta- Analyses Extension for Scoping ReviewsPRISMAdiscourse analysisactivity of daily livingobservationvirtual realitystructuredtaskrating scalecomparestandardizedcriterion-referenceattentionworking memoryself-regulationplanningmultitaskingsocialproblem-solvinginferencingmacroleveldiscoursereal worldSociological Methodology and Research MethodsCommunication Studies