Traumatic brain injury: Knowledge and self-perceptions of school speech-language pathologists

Karen Hux, Mary Walker, Dixie D. Sanger

Research output: Contribution to journalArticlepeer-review

43 Scopus citations


School-based speech-language pathologists from 10 states responded to a survey concerning their readiness to provide services to students with traumatic brain injuries (TBIs). Survey responses provided a means of exploring speech-language pathologists' knowledge of TBI and facilitated recognition of accurate and inaccurate conceptions held by school-based speech-language pathologists concerning the characteristics and behaviors, criteria for identification and verification, and procedures for the assessment, treatment, and reintegration of students with TBI. Findings indicated that training had a positive effect on speech-language pathologists' knowledge of assessment, treatment, and overall management of students with TBI; however, a large percentage of school-based speech-language pathologists remain uncertain about providing services to students with TBI even after receiving specific TBI training. Furthermore, school-based speech-language pathologists continue to hold many misconceptions concerning TBI and its consequences.

Original languageEnglish (US)
Pages (from-to)171-180
Number of pages10
JournalLanguage, speech, and hearing services in schools
Issue number2
StatePublished - Apr 1996


  • Cognitive-communication deficits
  • Service delivery
  • Traumatic brain injury

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing


Dive into the research topics of 'Traumatic brain injury: Knowledge and self-perceptions of school speech-language pathologists'. Together they form a unique fingerprint.

Cite this