American journal of speech-language pathology · 2026
A Qualitative Exploration of Educational, Home, and Extracurricular Experiences of College Students With Traumatic Brain Injury.
СтатьяНазвание и аннотация: Перевод в очереди
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Davison Kathryn, Walton Sarah, Riccardi Jessica
Аннотация
PURPOSE: The purpose of this research study was to explore the experiences of young adults (18-22 years old) with traumatic brain injury (TBI) in educational, home, and extracurricular settings using qualitative methodologies.
METHOD: Ten college students with self-reported TBI participated in an online interview that aimed to gauge their personal experiences through questions related to educational, home, and extracurriculars/work. A hybrid inductive-deductive approach, including descriptive coding and thematic analyses, was utilized.
RESULTS: Findings highlighted chronic, multifaceted challenges across educational, home, and extracurricular settings for college students post-TBI. Participants navigated these difficulties using individualized coping strategies (e.g., limiting technology, writing notes) and external support, with accommodations from instructors and employers being vital for success. However, the experience was complicated by a lack of understanding from some peers and family members and the emotional distress caused by feelings of isolation and a change in self-identity.
CONCLUSIONS: These findings provide valuable insights that can inform person-centered interventions and support strategies. With further mixed-methods research, evidence-based supports could be tailored to best support participation and quality of life for young adults living with TBI.
METHOD: Ten college students with self-reported TBI participated in an online interview that aimed to gauge their personal experiences through questions related to educational, home, and extracurriculars/work. A hybrid inductive-deductive approach, including descriptive coding and thematic analyses, was utilized.
RESULTS: Findings highlighted chronic, multifaceted challenges across educational, home, and extracurricular settings for college students post-TBI. Participants navigated these difficulties using individualized coping strategies (e.g., limiting technology, writing notes) and external support, with accommodations from instructors and employers being vital for success. However, the experience was complicated by a lack of understanding from some peers and family members and the emotional distress caused by feelings of isolation and a change in self-identity.
CONCLUSIONS: These findings provide valuable insights that can inform person-centered interventions and support strategies. With further mixed-methods research, evidence-based supports could be tailored to best support participation and quality of life for young adults living with TBI.