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Developing an evidence-based reading intervention for early brain injury rehabilitation

Published online by Cambridge University Press:  09 July 2020

Kerrin Watter Open the ORCID record for Kerrin Watter [Opens in a new window] ,
Anna Copley  and
Emma Finch
Kerrin Watter*
Affiliation:
Acquired Brain Injury Transitional Rehabilitation Service, Princess Alexandra Hospital, Metro South Health, Brisbane, Australia School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Australia Speech Pathology Department, Princess Alexandra Hospital, Metro South Health, Brisbane, Australia
Anna Copley
Affiliation:
School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Australia
Emma Finch
Affiliation:
School of Health and Rehabilitation Sciences, University of Queensland, Brisbane, Australia Speech Pathology Department, Princess Alexandra Hospital, Metro South Health, Brisbane, Australia Centre for Functioning and Health Research, Metro South Health, Brisbane, Australia
*
*Corresponding author. Email: Kerrin.Watter@health.qld.gov.au
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Abstract

Introduction:

Providing evidence-based services in areas with emerging or low-level evidence is a challenge for many clinicians. The aim of the current study was to apply a newly designed novel methodology to develop and describe a new intervention for cognitive-communication reading comprehension deficits in early acquired brain injury rehabilitation.

Methods:

An emergent multi-phase mixed methods design allowed phases of different research activity to build an evidence base of quantitative and qualitative data. A pragmatic clinical framework was developed to combine these traditional research findings with principles from knowledge translation and implementation science, evidence-based practice and intervention development models, clinical contextual practice guidelines and the Medical Research Council’s guidelines for developing and evaluating complex interventions, to create an evidence-based contextually driven clinical intervention.

Results:

The resulting reading comprehension intervention and service delivery model is presented and involves a multiple-strategy intervention across increasing level of reading comprehension complexity. In areas where traditional methodologies provide low-level evidence, this method provides an alternate way to conduct evidence-based clinical research.

Keywords

Cognitive communicationintervention developmentreading comprehension
Type
Articles
Information
Brain Impairment , Volume 22 , Issue 2 , September 2021 , pp. 165 - 188
Copyright
© Australasian Society for the Study of Brain Impairment 2020

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