Department of Special Education and Communication Disorders, University of Nebraska-Lincoln.
Quality Living, Omaha, NE.
Am J Speech Lang Pathol. 2018 Nov 21;27(4):1523-1538. doi: 10.1044/2018_AJSLP-18-0025.
Language and cognitive disruptions following traumatic brain injury (TBI) can negatively affect written expression and may result in increased difficulty achieving academic, vocational, social, and personal goals; however, scarce literature exists about TBI's effect on writing abilities. The purpose of this qualitative study was to describe the experiences and perceptions of people with TBI regarding their engagement in writing activities.
A transcendental phenomenological design structured the research. Data collection from 11 adults with TBI included gathering demographic and background information, completion of a TBI Symptom Checklist, and engagement in semistructured interviews.
Four major themes and 21 subthemes about postinjury writing recovery and current writing status emerged from the data analysis. Participants reported the extent to which writing difficulties interfered with daily activities and identified support strategies used to address persistent challenges.
Understanding the writing experiences and perceptions of people with TBI can guide professionals in designing assessments and interventions to facilitate educational, vocational, social, and personal success following injury.
创伤性脑损伤（TBI）后的语言和认知障碍会对书面表达产生负面影响，并可能导致在实现学业、职业、社会和个人目标方面更加困难；然而，关于 TBI 对写作能力影响的文献很少。本定性研究的目的是描述 TBI 患者在参与写作活动时的体验和看法。
研究采用超越现象学设计。11 名 TBI 成年人的数据收集包括收集人口统计学和背景信息、完成 TBI 症状检查表以及进行半结构化访谈。
数据分析中出现了四个主要主题和 21 个子主题，涉及受伤后的写作恢复和当前写作状况。参与者报告了写作困难对日常生活的干扰程度，并确定了用于解决持续挑战的支持策略。
了解 TBI 患者的写作体验和看法可以指导专业人员设计评估和干预措施，以促进受伤后的教育、职业、社会和个人成功。
