Citation

Dinnes C, Hux K, Holmen M, Martens A, Smith M. Am. J. Speech Lang. Pathol. 2018; 27(4): 1523-1538.

Affiliation

Department of Special Education and Communication Disorders, University of Nebraska-Lincoln.

Copyright

(Copyright © 2018, American Speech-Language-Hearing Association)

DOI

10.1044/2018_AJSLP-18-0025

PMID

30458465

Abstract

PURPOSE: Language and cognitive disruptions following traumatic brain injury (TBI) can negatively affect written expression and may result in increased difficulty achieving academic, vocational, social, and personal goals; however, scarce literature exists about TBI's effect on writing abilities. The purpose of this qualitative study was to describe the experiences and perceptions of people with TBI regarding their engagement in writing activities.

METHOD: A transcendental phenomenological design structured the research. Data collection from 11 adults with TBI included gathering demographic and background information, completion of a TBI Symptom Checklist, and engagement in semistructured interviews.

RESULTS: Four major themes and 21 subthemes about postinjury writing recovery and current writing status emerged from the data analysis. Participants reported the extent to which writing difficulties interfered with daily activities and identified support strategies used to address persistent challenges.

CONCLUSION: Understanding the writing experiences and perceptions of people with TBI can guide professionals in designing assessments and interventions to facilitate educational, vocational, social, and personal success following injury.

Language: en