Mark Ylvisaker's research while affiliated with College of St. Rose and other places

... Standardized screening tools and assessments examining cognitive impairments may help to establish a diagnosis (or prognosis); however, they were not designed to inform compensatory treatment planning (Hickey & Bourgeois, 2018). Unfortunately, professionals continue to rely on administration of impairment-based tools to develop interventions, although researchers and clinicians have acknowledged the problematic nature of these assessments, including their lack of ecological validity, sensitivity, and specificity (Brown & Hux, 2016;Turkstra et al., 2005;Ylvisaker et al., 1998Ylvisaker et al., , 2001. Exploring these types of tools in further detail may help us understand where modifications are needed to provide the desired information about compensatory strategies. ...

... Initieel was ook de literatuur, het assessment-en het therapiemateriaal strikt gescheiden. Ylvisaker et al. (2008) wijzen er terecht op dat door de interactie en overlap tussen de talige en niet-talige cognitieve domeinen het samenwerken van verschillende disciplines bij deze populatie zowel op vlak van assessment als behandeling noodzakelijk is. In wat volgt illustreren we dat voortschrijdend inzicht duidelijk maakte dat niet-talige cognitie onlosmakelijk verbonden is met het werkveld van de neurologopedist. ...

... Context-sensitive intervention programs aim to optimize postinjury outcome by placing the family unit at the center of the rehabilitative process (Braga et al., 2005). Grounded in the developmental context that is unique to pediatric brain injury, this context-sensitive family based approach adopts a holistic, individualized focus that involves training parents and teachers to stimulate motor, cognitive, sensorial, and language development within the context of the child's everyday routines and environment (Braga et al., 2006). This methodology involves a 2-week intensive family-focused training program that is delivered alongside an individualized family manual to reinforce learned strategies. ...

... The FAB-PBS program is based on principles of familydirected intervention, and principles of PBS (27), which is the theoretical and procedural lens recommended by Feeney and Ylvisaker (28) for supporting individuals with ABI who exhibit challenging behaviors. PBS uses educational and systems change methods to expand an individual's behavior repertoire, enhance the individual's quality of life, and minimize challenging behaviors (27). ...

... One suitable intervention method to facilitate cognitive performance is cognitive rehabilitation (CR), which focuses on improving a person's functioning in their everyday life by increasing their ability to do what they need and like, but find difficult or impossible due to their cognitive disability [22,23]. Cicerone et al. [24] concludes that in order to contribute to the generalization effect, the training should be addressed to specific attention functions and teaching strategies. ...

... Nuanced social and communication skills are required for intimate interactions, including when and how often to contact someone, interpreting subtle positive or negative cues in response to sexual advances or appraising when a date has been positive (17). These difficulties may link to the common, but often unmet desire to engage in typical, intimate interactions (18). Among other neuro-atypical populations difficulties with dating and intimate relationships have been linked to risks of abuse (19) and interventions can be targeted at reducing this risk (20). ...

... Some data have addressed the relation between frontal lobe damage and executive function subdomains. Children frequently exhibit neuropsychological difficulties associated with damage to the prefrontal regions with specific deficits in the executive functions such as planning, cognitive flexibility [8], behavioural inhibition, and poor organization of learning, memory, and language formulation [9]. Severity of TBI is related to specific deficits in executive functioning, such as planning, whereas injury to different regions of the frontal lobes results in different patterns of performance [7]. ...

... Standardised aphasia assessments gave limited information when the goal was to establish what was possible for these young men and women in their everyday lives. It was at this time that I became aware of the work of Dr Mark Ylvisaker and his colleagues, which gave me clear direction regarding what to do (Haarbauer-Krupa, Henry, Szekeres, & Ylvisaker, 1985;Ylvisaker, 1992;Ylvisaker, Feeney, & Urbanczyk, 1993a, 1993bYlvisaker, Urbanczyk, & Feeney, 1992). I was particularly drawn to this work, because it was not typical of the way speech pathologists were writing about TBI at the time. ...

... RTL protocols provide procedures for supporting students during recovery from concussion, 11 but implementation of RTL guidelines is inconsistent, with few well-defined policies or legislation. 12,13 Many experts have proposed RTL recommendations, [14][15][16][17][18][19] but empirical work measuring application and impact of such recommendations has lagged. This has led to a reliance on expert literature, such as expert opinion or tutorial articles, to propose best practices based on what little evidence does exist, or draw from related fields to suggest solutions to meet needs of students. ...

... [22][23][24] In the effort to demonstrate the connections of each approach, we provide a revised summary of the principles guiding an ABA/PBS framework for behavioral support from previous descriptions related to brain injury rehabilitation in the following sections. [25][26][27] This summary was developed based on the seminal descriptions of ABA by Baer, Wolf, and Risley 1 and PBS by Carr and colleagues. 2 The framework includes consequence-oriented or operant procedures and environmental and preventive procedures with principles that are common to both: ...