Self-Regulation after Traumatic Brain Injury: A Framework for Intervention of Memory and Problem Solving

Mary R. T. Kennedy; Carl Coelho

doi:10.1055/s-2005-922103

Seminars in Speech and Language, Table of Contents

Semin Speech Lang 2005; 26(4): 242-255
DOI: 10.1055/s-2005-922103

Self-Regulation after Traumatic Brain Injury: A Framework for Intervention of Memory and Problem Solving

Mary R.T Kennedy¹ , Carl Coelho²

¹Associate Professor, Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, Minnesota
²University of Connecticut, Storrs, Connecticut

Abstract

ABSTRACT

Self-regulation of behavior is mediated by the frontal lobes and commonly disrupted after a traumatic brain injury. The rehabilitation field is only now beginning to understand self-regulation as a set of dynamic relationships between metacognitive beliefs and knowledge, ongoing self-monitoring or self-assessment during activities, and self-control (i.e., strategy decisions). This article provides a framework for understanding self-regulated learning and problem solving, along with a summary of the existing intervention literature. We conclude by providing clinicians with principles that emphasize accurate self-monitoring and explicit instruction to connect self-monitoring to strategy decisions.

KEYWORDS

Metacognition - executive functions - self-monitoring - self-control - learning - generalization - strategy instruction

Full Text

References

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Mary R.T KennedyPh.D.

Associate Professor, Speech-Language-Hearing Sciences, University of Minnesota

115 Shevlin Hall, 165 Pillsbury Dr. S.E.

Minneapolis, MN 55455

Email: kennhe047@umn.edu