To describe a program that integrates self-regulated learning theory with supported education for college students with traumatic brain injury using a dynamic coaching model; to demonstrate the feasibility of developing and implementing such a program; and to identify individualized outcomes.
Case study comparisons.
Two severely injured students with cognitive impairments.
A dynamic coaching model of supported education which incorporated self-regulated learning was provided for students with traumatic brain injury while attending college.
Outcomes were both short and long term including decontextualized standardized test scores, self-reported academic challenges, number and specificity of reported strategies, grades on assignments, number of credits completed versus attempted, and changes in academic status and campus life.
Students improved on graded assignments after strategy instruction and reported using more strategies by the end of the year. Students completed most of the credits they attempted, were in good academic standing, and made positive academic decisions. Performance on decontextualized tests pre- and postintervention was variable.
It is feasible to deliver a hybrid supported education program that is dynamically responsive to individual students' needs and learning styles. Reasons for including both functional and standardized test outcomes are discussed.
Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis.
Corresponding Author: Mary R. T. Kennedy, PhD, CCC-SLP, Department of Speech-Language-Hearing Sciences and the Center for Cognitive Sciences, 115 Shevlin Hall, 164 Pillsbury Dr SE, Minneapolis, MN 55455 (firstname.lastname@example.org).
The authors thank Disability Services at the University of Minnesota-Twin Cities, Minneapolis, MN, Marie Meyer and Valerie Blouch for their contribution to the study and manuscript preparation. This study was made possible in part due to a Grant-in-Aid awarded to the first author by the Office of the Vice President for Research and the Graduate School, University of Minnesota, Minneapolis, Minnesota.
This article is dedicated to the memory of Mark Ylvisaker.