Cognitive Communication Disorders and Its Academic Consequences in Adolescents After TBI: A Single-Case Comparison

Background: Traumatic brain injuries (TBI) of any severity (I–II) are considered one of the most common reasons for presenting to an emergency department in childhood and adolescence. These may have significant implications for subsequent developmental trajectories in physical and psychological domains. Research has identified deficits in cognitive-linguistic abilities, which are often referred to as cognitive communication disorders (CCDs). Children and adolescents may show pragmatic language deficits, including difficulties with understanding and producing text and conversation, slower reading and processing, and impaired written expression. Disruptions in the interaction between cognitive and linguistic planning and organizational processes are discussed as an underlying cause. These deficits limit social and academic development and negatively impact the quality of life of children and adolescents in the short and long term.