An Integrated Review of the Processes and Factors Relevant to Vocational Evaluation Following Traumatic Brain Injury
Journal of Occupational Rehabilitation
Stergiou-Kita, M., Dawson, D. R., et al. (2011).
Journal of Occupational Rehabilitation, 21(3), 374-394.
This review investigates vocational assessment processes for identifying work-related strengths and deficits in adults, 18-65 years old, with traumatic brain injury (TBI). This review highlights conclusions regarding cognitive and communication assessment for return to work within the scope of speech-language pathology.
Social Science and Humanities Research Council of Canada; Ontario Neurotrauma Foundation (Canada); Kunin-Lunenfeld Applied Research Unit at Baycrest (Canada); Institute of Work and Health (Canada); Faculty of Medicine, University of Toronto (Canada)
<p>This systematic review was reviewed with the following supporting document:</p><ul><li>Sergio-Kita, M. (2011). Inter-Professional Clinical Practice Guideline for Vocational Evaluation Following Traumatic Brain Injury (Doctoral dissertation). Retrieved from: <a href="https://tspace.library.utoronto.ca/bitstream/1807/31948/1/Stergiou-Kita_Mary_201111_PhD_thesis.pdf" title="https://tspace.library.utoronto.ca/bitstream/1807/31948/1/Stergiou-Kita_Mary_201111_PhD_thesis.pdf" class="ApplyClass">https://tspace.library.utoronto.ca</a></li></ul>This review was the basis for the development of an inter-professional clinical practice guideline (Stergiou-Kita, Dawson, & Rappolt, 2012).
2004-2009
Any study design; clinical practice guidelines
79 studies; 4 clinical practice guidelines
<div>Communication was consistently mentioned as a relevant component assessment for individuals with TBI prior to return to work. However, research investigating the relationship between communication skills and employment outcomes is very limited. This review did not locate any studies investigating the effects of communication interventions on work re-entry.</div>
<div>Evidence supported the need for a comprehensive assessment of cognitive domains within the vocational evaluation process. Comprehensive assessment includes, but is not limited to, the standardized evaluation of intelligence, visual perception, attention, concentration, information processing, memory, praxis, insight, self-regulation, and executive functioning. Nine out of 11 studies found an association between cognitive assessment performance and vocational outcomes. While there is strong evidence to support neuropsychological assessment, the optimal time for testing remains unclear.</div>
