Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports.

OBJECTIVE

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.

DESIGN

Case study comparisons.

SETTING

University setting.

PARTICIPANTS

Two severely injured students with cognitive impairments.

INTERVENTIONS

A dynamic coaching model of supported education which incorporated self-regulated learning was provided for students with traumatic brain injury while attending college.

OUTCOMES

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.

RESULTS

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.

CONCLUSIONS

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.