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Communication interventions for individuals with acquired brain injury
Mandy Jenkins Rispoli1, Wendy Machalicek, Russell Lang
1Texas A & M University, Educational Psychology, College Station, Texas 77843-4225, USA. mrispoli@tamu.edu
Objective:
This review synthesizes studies involving communication interventions for individuals with acquired brain injury (ABI).
Methods:
Systematic searches of electronic databases, journals and reference lists identified 21 studies meeting inclusion criteria. These studies were evaluated in terms of: (a) participants, (b) communication mode, (c) targeted communication skills, (d) intervention procedures, (e) intervention results and (f) certainty of evidence.
Results:
Across these studies, intervention was provided to a total of 184 participants aged 4-86 years. Communication skills targeted included: (a) social/conversational skills, (b) labelling objects, (c) receptive language, (d) sentence construction, (e) decreasing verbosity and (f) multiple skill areas. Intervention approaches were categorized as systematic/direct instruction, discussion and role play or not clearly described. Positive outcomes were reported in 57% of the studies, with three studies categorized as conclusive.
Conclusion:
This literature base is considered inconclusive due to the lack of conclusive studies, the limited number of participants and the lack of replication for any single intervention approach.
