Exploring Summarization Differences for Two Types of Expository Discourse in Adolescents With Traumatic Brain Injury Purpose Annually, nearly 700,000 U.S. children and adolescents experience a traumatic brain injury (TBI). Many of them struggle academically, despite failing to qualify for special education services because their cognitive communication impairments are subtle. Method In this exploratory study, five adolescents with TBI provided verbal summaries of two ... Research Note
Newly Published
Research Note  |   November 09, 2017
Exploring Summarization Differences for Two Types of Expository Discourse in Adolescents With Traumatic Brain Injury
 
Author Affiliations & Notes
  • Jennifer P. Lundine
    Department of Speech and Hearing Science, The Ohio State University, Columbus
    Division of Clinical Therapies and the Inpatient Rehabilitation Program, Nationwide Children's Hospital, Columbus, OH
  • Stacy M. Harnish
    Department of Speech and Hearing Science, The Ohio State University, Columbus
  • Rebecca J. McCauley
    Department of Speech and Hearing Science, The Ohio State University, Columbus
  • Alexandra B. Zezinka
    Department of Speech and Hearing Science, The Ohio State University, Columbus
  • Deena Schwen Blackett
    Department of Speech and Hearing Science, The Ohio State University, Columbus
  • Robert A. Fox
    Department of Speech and Hearing Science, The Ohio State University, Columbus
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Jennifer P. Lundine: Lundine.4@osu.edu
  • Editor: Sean Redmond
    Editor: Sean Redmond×
  • Associate Editor: Kristie Spencer
    Associate Editor: Kristie Spencer×
Article Information
Attention, Memory & Executive Functions / Traumatic Brain Injury / Newly Published / Research Note
Research Note   |   November 09, 2017
Exploring Summarization Differences for Two Types of Expository Discourse in Adolescents With Traumatic Brain Injury
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0131
History: Received August 4, 2016 , Revised February 6, 2017 , Accepted May 17, 2017
 
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0131
History: Received August 4, 2016; Revised February 6, 2017; Accepted May 17, 2017

Purpose Annually, nearly 700,000 U.S. children and adolescents experience a traumatic brain injury (TBI). Many of them struggle academically, despite failing to qualify for special education services because their cognitive communication impairments are subtle.

Method In this exploratory study, five adolescents with TBI provided verbal summaries of two expository lectures (compare–contrast, cause–effect) and participated in cognitive and expressive syntax testing. Their performance on these tasks was compared descriptively to that of 50 adolescents with typical development.

Results For adolescents with TBI, mean summary quality scores for both exposition types were at least 1 SD lower than those of adolescents with typical development and notably 2 SDs below for the cause–effect passage. The adolescents with TBI who had below-average cognitive scores showed better performance on compare–contrast summaries compared to cause–effect, whereas the majority of adolescents with typical development showed the opposite tendency.

Conclusions These results provide preliminary evidence that students with TBI, particularly those with cognitive deficits, may struggle with expository discourse despite acceptable performance on a measure of expressive syntax. This study also indicates that researchers should explore how students with TBI perform on academically relevant discourse tasks in order to inform future assessment and intervention efforts.

Supplemental Materials https://doi.org/10.23641/asha.5572786

Acknowledgments
This research was supported in part by the Alumni Grant for Graduate Research and Scholarship from The Ohio State University (awarded to Jennifer Lundine). The authors are grateful for the assistance of Megan Blackburn, Mackenzie Chalifoux, Nicole Delay, Monica Fox, Erin Rundio, and Monique Mills.
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