Department of Speech-Language-Hearing Sciences, Center for Cognitive Sciences, University of Minnesota, Minneapolis, MN 55455, USA.
J Head Trauma Rehabil. 2011 May-Jun;26(3):212-23. doi: 10.1097/HTR.0b013e318218dd0e.
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.
University setting.
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.
描述一个将自我调节学习理论与支持性教育相结合的项目，该项目为创伤性脑损伤大学生使用动态辅导模式；展示开发和实施此类计划的可行性；并确定个性化的结果。
案例研究比较。
大学环境。
两名认知功能受损的严重受伤学生。
为在大学就读的创伤性脑损伤学生提供了一种结合自我调节学习的支持性教育的动态辅导模式。
包括去情境化的标准化测试成绩、自我报告的学术挑战、报告策略的数量和具体性、作业成绩、完成的学分与尝试的学分之比，以及学术地位和校园生活的变化，这些结果既有短期的也有长期的。
学生在策略指导后在分级作业上有所提高，并在年底报告使用了更多的策略。学生完成了他们尝试的大部分学分，学业成绩良好，做出了积极的学术决策。干预前后去情境化测试的表现各不相同。
可以提供一种混合的支持性教育计划，该计划可以根据个别学生的需求和学习风格进行动态响应。讨论了包含功能和标准化测试结果的原因。
