Purpose: To replicate a dynamic, individualized coaching intervention for two students with acquired brain injury who were transitioning back to college after their injury. Methods: Two individuals with acquired brain injury participated in a two-semester coaching intervention. A case study comparison was used to compare quantitative and qualitative outcomes. Results: Students improved on cognitive standardized test scores, as well as grades. Use of prompted and unprompted metacognitive statements improved for both students. One student increased reported use of strategies, while the second student was inconsistent with strategy use. One student completed the majority of credits attempted, moving toward fulltime status by completion of coaching intervention. The second student dropped about one third of her enrolled credits each semester and withdrew from the university in the semester following the coaching intervention. Conclusions: It is feasible to replicate a dynamic, individualized coaching intervention to foster strategy use and self-regulatory behaviors in students with acquired brain injuries. Given the heterogeneity of acquired brain injuries, outcomes varied substantially between students.
Purpose: To replicate a dynamic, individualized coaching intervention for two students with acquired brain injury who were transitioning back to college after their injury. Methods: Two individuals with acquired brain injury participated in a two-semester coaching intervention. A case study comparison was used to compare quantitative and qualitative outcomes. Results: Students improved on cognitive standardized test scores, as well as grades. Use of prompted and unprompted metacognitive statements improved for both students. One student increased reported use of strategies, while the second student was inconsistent with strategy use. One student completed the majority of credits attempted, moving toward fulltime status by completion of coaching intervention. The second student dropped about one third of her enrolled credits each semester and withdrew from the university in the semester following the coaching intervention. Conclusions: It is feasible to replicate a dynamic, individualized coaching intervention to foster strategy use and self-regulatory behaviors in students with acquired brain injuries. Given the heterogeneity of acquired brain injuries, outcomes varied substantially between students.
INTRODUCTION METHODS RESULTS DISCUSSION
