- SELF STUDY MODULES
- 1. Intro to TBI
- 2. Communication
- 3. Skills for independence
- 4. Cognitive changes
- 5. Behaviour changes
- 6. Sexuality
- 7. Case management
- 8. Supervising staff
- 9. Mobility & motor control
- 10. Mental health & TBI:
- 11. Mental health problems
and TBI: diagnosis
- 12. Working with Families
after Traumatic Injury:
- 2.0 Aims
- 2.0A Take the PRE-Test
- 2.1 Communication
- 2.2 Sources of ommunication difficulties
- 2.3 Communication Problems
- 2.4 Cognitive problems
- 2.5 Social communication deficits
- 2.6 Tips for talking
- 2.7 Take home messages
- 2.8 Resources
- 2.9 Take the POST-Test
2.8 Self-study resources
- Study module handouts and overheads that are used in the face to face workshops
- Recommended reading
Study module handouts and overheads
Powerpoint presentation Module 2: 1 slides (PPT 1.7 Meg)
Handouts Module 2: 5 pages (PDF 38k)
Toolkits A and B for practical tools and tips
Workers working with young people transitioning from children’s services to adult services will find useful information in Toolkit A The Next Step.
Workers wanting practical tips and strategies for people with TBI will find the strategies in Toolkit B Promoting Independence very useful.
Feedback on this module
Feedback and comments on this module are most welcome. We especially want to hear from people who have used all or part of the module. Click here to send us your comments and feedback
Take the TEST
Taking the TEST is a way of checking you have learnt the key concepts. It can also be a way of showing your organisation evidence that you have worked on the module.
The TEST includes 11questions on the module content. You will also be able to access sample answers once you have completed the test.
Freund, J., Hayter, C., MacDonald, S., Neary, M. & Wiseman-Hankes, C. (1994). Cognitive-communication disorders following traumatic brain injury: A practical guide. Communication Skill Builders: Tuscon, Arizona.
Togher, L., McDonald, S., Code, C. & Grant, S. (2004). Training communication partners of people with traumatic brain injury: A randomised controlled trial. Aphasiology 18(4):313-335.
Books, videos and other resources at www.ABIStaffTraining.info
Body, R. & Parker, M. (2005). Topic repetitiveness after traumatic brain injury: an emergent, jointly managed behaviour. Clinical Linguistics & Phonetics. 19(5):379-92
Borgaro, S.R., Prigatano, G.P., Kwasnica, C., Alcott, S. & Cutter, N. (2004). Disturbances in affective communication following brain injury. Brain Injury. 18(1):33-9.
Dahlberg, C., Hawley, L., Morey, C., Newman, J., Cusick, C.P. & Harrison-Felix C. (2006). Social communication skills in persons with post-acute traumatic brain injury: three perspectives. Brain Injury 20(4):425-35.
Fager, S., Hux, K., Beukelman, D.R. & Karantounis, R. (2006). Augmentative and alternative communication use and acceptance by adults with traumatic brain injury. Aac: Augmentative & Alternative Communication 22(1):37-47.
Isaki, E. & Turkstra, L. (2000). Communication abilities and work re-entry following traumatic brain injury. Brain Injury. 14(5):441-53.
Snow, P., Douglas, J. & Ponsford, J. (1998). Conversational discourse abilities following severe traumatic brain injury: a follow-up study. Brain Injury. 12(11):911-35.
Wang, Y.T., Kent, R.D., Duffy, J.R. & Thomas, J.E. (2005). Dysarthria in traumatic brain injury: a breath group and intonational analysis. Folia Phoniatrica et Logopedica. 57(2):59-89.
Wang, Y.T., Kent, R.D., Duffy, J.R. & Thomas, J.E. (2005). Dysarthria in traumatic brain injury: speaking rate and emphatic stress. Folia Phoniatrica et Logopedica. 57(2):231-260.