A reflective case review: Relearning handwriting after a traumatic brain injury / Alison Titchener in The British Journal of Occupational Therapy, Vol.81 Issue 5 (Mai 2018)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.81 Issue 5 (Mai 2018) . - p. 290-293 Titre : A reflective case review: Relearning handwriting after a traumatic brain injury Type de document : texte imprimé Auteurs : Alison Titchener ; Carolyn Dunford ; Lorna Wales Année de publication : 2018 Article en page(s) : p. 290-293 Langues : Anglais (eng) Mots-clés : Handwriting  traumatic brain injury  children  neuro-rehabilitation Résumé : Statement of context A retrospective single case study reflecting on a child relearning handwriting following a traumatic brain injury as part of an inpatient neuro-rehabilitation programme. Applying evidence-based handwriting guidelines and comparisons with community experiences are explored. Critical reflection on practice Relearning to write following a traumatic brain injury showed dramatic improvements in 36 sessions over 12 weeks, supporting the evidence. Progress in this timeframe contrasts with clinical experiences of working with children’s community services. Implications for practice Whilst the literature on handwriting interventions does not include children with traumatic brain injury, following the recommendations was an effective intervention for this individual. Permalink : ./index.php?lvl=notice_display&id=80083 [article] A reflective case review: Relearning handwriting after a traumatic brain injury [texte imprimé] / Alison Titchener ; Carolyn Dunford ; Lorna Wales . - 2018 . - p. 290-293. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.81 Issue 5 (Mai 2018) . - p. 290-293 Mots-clés : Handwriting  traumatic brain injury  children  neuro-rehabilitation Résumé : Statement of context A retrospective single case study reflecting on a child relearning handwriting following a traumatic brain injury as part of an inpatient neuro-rehabilitation programme. Applying evidence-based handwriting guidelines and comparisons with community experiences are explored. Critical reflection on practice Relearning to write following a traumatic brain injury showed dramatic improvements in 36 sessions over 12 weeks, supporting the evidence. Progress in this timeframe contrasts with clinical experiences of working with children’s community services. Implications for practice Whilst the literature on handwriting interventions does not include children with traumatic brain injury, following the recommendations was an effective intervention for this individual. Permalink : ./index.php?lvl=notice_display&id=80083

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