Abstract:
To identify current SLP practice patterns in concussion care,
clarify definitions of common cognitive retraining terminology, and establish
areas of growth in clinical practice and research. METHOD: An online 10
question survey to collect data on assessment and practice components. Total
79 respondents from ASHA Special Interest Group 2 Neurogenic Communi-
cation Disorders website participated. Data were analyzed using descriptive
statistics. RESULTS: Patient education and symptom management were
regular components of cognitive retraining with concussion. Smaller per-
centage included cognitive endurance building. Further analysis identified
variation in how clinicians defined terms: patient education, symptom
management, and cognitive endurance building. Discrepancies noted with
diagnostic tools, with one quarter using screening tools as primary assess-
ment. CONCLUSION: Strong knowledge base to support differential diagnosis
and therapeutic plan is critical to optimize outcomes in concussion care. Con-
sistency with terminology use can reduce the risk of confusion but also support
the value of what SLPs contribute to an interdisciplinary concussion team.
