Date of Award

2016

Document Type

Scholarly Project

Degree Name

Master of Occupational Therapy (MOT)

Department

Occupational Therapy

First Advisor

Suzanna Morrison.

Keywords

Disabled Persons; Brain Injuries, Traumatic; Students; aYoung Adult

Abstract

Purpose: Reportedly, in the United States 75% of traumatic brain injuries that occur each year are referred to as mild (Centers for Disease Control Prevention, 2010). Traumatic brain injury is the leading cause of disability each year with the highest prevalence being between ages 15-24 years (Willmott, Ponsford, Downing, & Carty, 2014). The greatest deficits experienced by college or university students with a mild traumatic brain injury (mTBI) are cognitive, psychosocial, and physical (Kennedy, Krause, & O’Brien, 2014; Marschark, Richtsmeier, Richardson, Crovitz, & Henry, 2000). The purpose of this project was to address the limited resources available to individuals with the diagnosis of a mTBI as they reintegrate back into the college or university environment.

Methods: An extensive literature review was conducted to understand the most prevalent deficits an individual experiences after sustaining a mTBI. The information obtained from the review of literature was then analyzed with the utilization of the Ecological Model of Human Performance (EHP) (Turpin & Iwama, 2011). The areas of need were identified through the literature review, which found: a lack of accommodation services, cognitive deficits, physical deficits, emotional deficits, and a gap in the delivery of services. In addition, previous intervention strategies used with this population were also noted.

Results: Based on the methodology described above, the researchers developed A Resource Manual to College and University Academic Return for Young Adults with a Mild Traumatic Brain Injury for college or university students who have acquired a mTBI and are returning to the academic environment. Intervention strategies were created based on the EHP model to facilitate their return. The intervention strategies utilize the EHP interventions of; create, prevent, alter/change, adapt/modify, and establish/restore. This resource manual is intended for immediate use upon the return to the academic environment, however, can be referred to throughout the college or university experience.

Conclusion: Several barriers may limit the implementation of this resource manual, such as: the lack of previous implementation, the classification of a mTBI, and the focus solely on academic return. Several areas of strength for this manual include; the variety of resources that are offered for student use, the manual builds upon the most challenging areas for an individual with a mTBI, and the strategies utilized are self-empowering. It is recommended further research be conducted in continuing research based off the needs of this population.

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