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Acquired brain injury in adolescents and the challenge to communicate.

Conference contribution
Authors Åsa Fyrberg
Published in Nordic Network on Disability Research, NNDR, Örebro, Sverige, maj 2017
Publication year 2017
Published at Department of Applied Information Technology (GU)
Language en
Links https://www.oru.se/contentassets/88...
https://www.oru.se/english/schools/...
Subject categories Health Sciences, Clinical Medicine

Abstract

This paper originated from the author's doctoral thesis in cognitive science at the University of Gothenburg, 2017. A clinical perspective on rehabilitation of communicative functions in school-aged participants with moderate to severe acquired brain injury (ABI) was explored. Specifically, the thesis focused on developing ideas for assessing and treating communication disorders in adolescents with ABI. The data were collected at the Regional Rehabilitation Centre at Queen Silvia Children’s Hospital in Göteborg, involving thirty-eight adolescents and their families. The overarching scientific hypothesis which underpins the design of the thesis is based on the assumption that adolescent with ABI present with diverse and complex symptoms and therefore constitute a heterogeneous group. While there might be certain common outcome features related to developmental and brain injury data, for example age at injury, injury location and injury severity; the communicative outcome mainly rely on individual experiences in unique developmental relationships and contexts. A general conclusion in the thesis was that evaluations of communication abilities in adolescents with ABI benefit from analyses of communication in everyday contexts. However, clinical results from cognitive, linguistic and cerebral lesion site investigations seem to have a certain predictive value of the communication outcomes. The findings further point to the important role of the parents for exploring the adolescents’ communication. The participation perspective can be further clarified in the self-assessments of daily communication by the adolescent themselves, as was shown in analyses of videorecordings and in interviews exploring an Activity based Communication Approach, ACA. The mixed methods design applied in this thesis provided information about communicative participation after ABI, information that can be used in assessments and intervention planning for adolescents with ABI and their families.

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