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Faculty Publications

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Ann Glang and Melissa McCart

CBIRT faculty members produce a variety of publications reflecting our commitment to both academic scholarship and promoting awareness and education of traumatic brain injury.  Learn more about our research interests by browsing the publications below.  ​​
 

  • McCart, M.  & Piccolini, G. (2024). Educating the educators: Education for schools and teachers. Brain Injury Professional, 21(1), 20-22.  https://braininjuryprofessional.com/wp-content/uploads/2024/04/BIP-April-2024-Small-004.pdf
     

  • Reyna, P. K., McCart, M., Powell, L., Reyna, K. S., Fowler, R., Herth, K., & Glang, A., (2024). Traumatic brain injury training program value to caregivers of law enforcement officers, fire fighters and veterans . Journal of Loss and Trauma. DOI: 10.1080/15325024.2024.2314299
     

  • Rowe, D. A., Unruh, D. K., Reardon, K., Bromley, K., & Powell, L. (2024). Competencies for training juvenile services on justice-involved youth with traumatic brain injury. Journal of Applied Juvenile Justice Services, 38. https://doi.org/10.52935/24.181523.1 
     

  • Chrisman, S. P. D., Gomez, D., Kroshus, E., Mayer, C. V., Garrett, K., Ramshaw, D., & Glang, A. (2023). Developing a conceptual model of coach concussion communication by adapting the theory of planned behavior and the social ecological model. Journal of American College Health, 71(5), 1622-1629. https://doi.org/10.1080/07448481.2021.1944166
     

  • Gomez, D., Glang, A., Haarbauer-Krupa, J., Bull, R., Tucker, P., Ratcliffe, J., Hall, A., Gioia, G. A., Jain, S., Sathian, U., Simon, H. K., & Wright, D. (2023). Stakeholder perspectives on navigating the pediatric concussion experience: Exploring the needs for improved communication across the care continuum. NeuroRehabilitation, 52(4), 605-612.  http://dx.doi.org/10.3233/NRE-220220
     

  • Haarbauer-Krupa, J., Thigpen, S., Glang, A., Eagan-Johnson, B., McAvoy, K., Brunken, C., Chininis, M., Kurowski, B.G., Suskauer, S., Crowley, M.,  & Denslow, P. (2023). Return to school after traumatic brain injury: Description of implementation settings. Journal of Head Trauma Rehabilitation, DOI: 10.1097/HTR.0000000000000859 
     

  • Karns C.M., Wade S.L., Slocumb J., Keating T., Gau J., Slomine B., Suskauer S.J., & Glang, A. (2023). Traumatic Brain Injury Positive Strategies for Families: A preliminary randomized-trial of an online parent-training program. Archives Physical Medicine and Rehabilitation, 104(7), 1026-1034. https://doi.org/10.1016/j.apmr.2023.03.013
     

  • Kunze, M., Gomez, D., Glenn, E., Todis, B., Riddle, I., Karns, K. Glang, A., McIntyre, L.L.  (2023) Parenting young children with developmental disabilities: Exploring mothers’ experiences during the COVID-19 pandemic. Journal of Childhood, Education, & Society, 4(2), 156-175.
     

  • McCart, M., & Davies, S. (2023). Introduction to the special issue on pediatric educational re-entry after TBI. NeuroRehabilitation 52(4), 525-527.  http://dx.doi.org/10.3233/NRE-230002
     

  • McCart, M., Glang, A., Kelley, K., Perez, A., Minor, D.,  Hitchcock, J.W., Miles, L.,  & Schwebel, D.C. (2023). Pilot evaluation of a virtual training program for child injury prevention, Health Education Research 38(3), 268-275.  https://doi.org/10.1093/her/cyad013  
     

  • McCart, M., Todis, B., Gomez, D., & Glang, A. (2023). School experiences following traumatic brain injury: A longitudinal qualitative study. NeuroRehabilitation, 52(4), 529-537.  https://doi.org/10.3233/nre-220209
     

  • McCart, M., Unruh, D., Gomez, D., Anderson, D., Gioia, G., Davies, S. C., ... & Glang, A. (2023). Using guided credible history interviews to establish special education eligibility for students with traumatic brain injury. NeuroRehabilitation, , 52(4), 597-604. 10.3233/NRE-220211
     

  • Gomez, D., Kunze, M., Glenn, E., Todis, B., Kelley, K., Karns, C., Glang, A., & McIntyre, L. (2022). Professionals’ perspectives on service delivery: The impact of COVID-19 on early childhood special education providers. Topics in Early Childhood Special Education. https://doi.org/10.1177/02711214211073964  
     

  • Karns, C. M., Todis, B., Glenn, E., Glang, A., Wade, S. L., Riddle, I., & McIntyre, L. L. (2022). Seeking out social learning: Online self-education in parents of children with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 60(4), 303-315. https://doi.org/10.1352/1934-9556-60.4.303
     

  • Knowles, C. L., D’Agostino, S. R., Kunze, M. G., Uitto, D. J., & Douglas, S. N. (2022). A systematic review of asynchronous online learning opportunities for paraeducators. The Journal of Special Education,  56(3), 168–178.  https://doi.org/10.1177/00224669221085306
     

  • Oregon Health Authority, & Center on Brain Injury Research and Training. (2022). Supporting Oregon students returning to school after a traumatic brain injury: Feedback from regional leaders [Report]. Injury and Violence Prevention, Public Health Division, Oregon Health Authority. 
     

  • Vanegas, S. B., Dueñas, A. D., Kunze, M., & Xu, Y. (2022). Adapting parent‐focused interventions for diverse caregivers of children with intellectual and developmental disabilities: Lessons learned during global crises. Journal of Policy and Practice in Intellectual Disabilities.  https://doi.org/10.1111/jppi.12422
     

  • Vanderlind, W.M., Demers, L.A., Engelson, G., Fowler, R. C., McCart, M. (2022). Back to school: Academic functioning and educational needs among youth with acquired brain injury. Children, 9(9). https://doi.org/10.3390/children9091321 
     

  • Unruh, D., Gomez, D., Slocumb, J., McCart, M., Davies, S., Haarbauer‐Krupa, J., & Glang, A. (2022). Stakeholder perspectives on the school experiences of students with traumatic brain injury: The effects of COVID‐19 pandemic on service delivery. Journal of School Health. https://doi.org/10.1111/josh.13280
     

  • Anderson, D., Gau, J. M., Beck, L., Unruh, D., Gioia, G., McCart, M., Davies, S. C., Slocumb, J., Gomez, D., & Glang, A. E. (2021). Management of return to school following brain injury: An evaluation model. International Journal of Educational Research, 108, 101773. https://doi.org/10.1016/j.ijer.2021.101773
     

  • Chrisman, S., Kroshus, E., Garrett, K., Gau, J., Harmon, K., Ramshaw, D., & Glang A. (2021) Effectiveness of an education platform ( GoHuddle ) for increasing likelihood of coach concussion communication with athletes. Journal of Neurotrauma 38(22). https://doi.org/10.1089/neu.2021.0249
     

  • Powell, L.E., Gau, J., Glang, A., Corrigan, J., Ramirez, M., & Slocumb, J. (2021). Staff TBI Skill Builder: Evaluation of an online training program for paraprofessional staff serving adults with moderate–severe TBI.  Journal of Head Trauma Rehabilitation, 36(5). E329–E336.  https://doi.org/10.1097/HTR.0000000000000661
     

  • Lundine, J, Todis, B., Gau, J., McCart, M, Wade, S., Yeates, K.O., Glang, A. (2020). Return to school following TBI: Educational services received one year after injury. Journal of Head Trauma Rehabilitation. 36(2), E89-E96. https://doi.org/10.1097/HTR.0000000000000591
     

  • McCart, M., Glang, A., Slocumb, J. Gau, J. Beck, L. & Gomez, D. (2020). A quasi-experimental study examining the effects of online traumatic brain injury professional development on educator knowledge, application, and efficacy in a practitioner setting. Disability and Rehabilitation. 42 (17), 2430-2436.  https://doi.org/10.1080/09638288.2019.1578423
     

  • McCart, M., Karns, C., Ramirez, M., Dawson, M., Glang, A. (2020). Returning to school after a concussion. Frontiers for Young Minds.  Retrieved from: https://kids.frontiersin.org/article/10.3389/frym.2020.00020 
     

  • Wright, J., Sohlberg, M. M., Watson-Stites, R., & McCart, M. (2020). Identification of key therapy ingredients for SLPs serving on multidisciplinary teams facilitating return to learn for students with prolonged cognitive effects after concussion: A retrospective case series analysis. Topics in Language Disorders, 40(1), 6-35. doi:10.1097/tld.0000000000000198 
     

  • ​Powell, L.E., Gomez, D., Gau, J., Glang, A, Perez, A., Slocumb, J., Beck., L., and Dawson, M. (2020). A survey of the training experiences and needs of paraprofessionals serving adults with brain injury. Brain Injury, 34(2), 281-289. Abstract 
     

  • Glang A., McCart, M., Slocumb, J., Gau, J., Davies, S., Gomez, D. & Beck, L. (2019). Preliminary efficacy of online TBI professional development for educators: an exploratory randomized, clinical trial. Journal of Head Trauma and Rehabilitation, 34(2), 65-76. Abstract 
     

  • Nagele, D. A., Hooper, S. R., Hildebrant, K., McCart, M., Dettmer, J. & Glang, A. (i2019). Under-identification of students with long term disability from moderate to severe TBI. Physical Disabilities: Education and Related Services. 38(1), 10-25. Abstract
     

  • Glang, A. (2018). Are concussion laws making youth athletes safer? Journal of Adolescent Health., 62. 249-250.  
     
  • Glang, A. E., McCart, M., Moore, C. L., & Davies, S. (2018). School psychologists’ knowledge and self-efficacy in working with students with TBI. Exceptionality Education International, 27, 94-109. Abstract
     
  • Glang, A., Slocumb, J., & McCart, M. (2018). Scaling up: Online training for educators on TBI. Archives of Physical Medicine and Rehabilitation. 99(11). e147. https://doi.org/10.1016/j.apmr.2018.08.061. 
     
  • Glang, A., Todis, B., Ettel, D., Wade, S.L. & Yeates, K.O. (2018). Results from a randomized trial evaluating a hospital–school transition support model for students hospitalized with traumatic brain injury.  Brain Injury. 32(5), 608-616. Abstract
     
  • Kahn, L. G., Linden, M. A., McKinlay, A., Gomez, D., & Glang, A. (2018). An international perspective on educators' perceptions of children with traumatic brain injury. NeuroRehabilitation, 42(3), 299-309. Abstract 
     
  • Linden, M. A., Glang, A. E., & McKinlay, A. (2018). A systematic review and meta-analysis of educational interventions for children and adolescents with acquired brain injury. NeuroRehabilitation, 42(3), 311-323. Abstract 
     
  • Nagele, D. A., McCart, M., & Hooper, S. R. (2018). A call for implementing preferred practices for brain injury screening in youth to improve transition. NeuroRehabilitation, 42(3), 289-298. Abstract 
     
  • Todis, B., McCart, M., & Glang, A. (2018). Hospital to school transition following traumatic brain injury: A qualitative longitudinal study. NeuroRehabilitation, 42(3), 269-276. Abstract 
     
  • Powell, L.E., Wild, M.R., Glang, A., Ibarra, S., Gau, J.M., Perez, A., Albin, R.W., O-Neil-Pirozzi, T.M., Wade, S.L., Keating, T., Saraceno, C., & Slocumb, J. (2017). The development and evaluation of a web-based program to support problem solving skills following brain Injury, Disability and Rehabilitation: Assistive Technology.  Abstract 
     
  • Wade, S. & Glang, A. (2017). Psychosocial interventions for children/working with schools and families. In B. Wilson, J. Winegardner., C. van Heugten and T. Ownsworth (Eds). Neuropsychological rehabilitation: The international handbook. Hove, UK: Routledge (Taylor & Francis).
     
  • Ettel, D., Glang, A. E., Todis, B., & Davies, S. C. (2016). Traumatic brain injury: Persistent misconceptions and knowledge gaps among educators. Exceptionality Education International, 26(1). Abstract
     
  • Gioia, G. A., Glang, A. E., Hooper, S. R. & Eagan Brown, B. (2016). Building statewide infrastructure for the academic support of students with mild traumatic brain injury. Journal of Head Trauma Rehabilitation.,1(6), 397-406. Abstract 
     
  • Thompson, L. L., Lyons, V. H., McCart, M., Herring, S. A., Rivara, F. P., & Vavilala, M. S. (2016). Variations in state laws governing school reintegration following concussion. Pediatrics, 138(6), e20162151.
     
  • Glang, A., Ettel, D., Todis, B., Gordon, W. A., Oswald, J. M., Vaughn, S. L., et al. (2015). Services and supports for students with traumatic brain injury: Survey of State Educational Agencies. Exceptionality, 23(4), 211-224. Abstract 
     
  • Glang, A. E., Koester, M. C., Chesnutt, J. C., Gioia, G. A., McAvoy, K., Marshall, S., et al. (2015). The effectiveness of a web-based resource in improving postconcussion management in high schools. Journal of Adolescent Health, 56(1), 91-97. Abstract 
     
  • Powell, L.E., Glang, A., Pinkelman, S., Albin, R., Harwick, R., Ettel, D., et al. (2015). Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study. NeuroRehabilitation, 37(3), 437-447. Abstract 
     
  • Dettmer, J., Ettel, D., Glang, A., & McAvoy, K. (2014). Building statewide infrastructure for effective educational services for students with TBI: Promising practices and recommendations. Journal Of Head Trauma Rehabilitation, 29(3), 224-232. Abstract 
     
  • Davies, S., Fox, E., Glang, A., Ettel, D. & Thomas, C.  (2013).  Traumatic brain injury and teacher training: A gap in educator preparation.  Physical Disabilities: Education and Related Services, 32(1), 55-65.
     
  • McLaughlin, K., Glang, A., Beaver, S. V., Gau, G. M., & Keen, S. (2013). Web-based training in family advocacy.  Journal of Head Trauma Rehabilitation. 28(5), 341-348. http://journals.lww.com/headtraumarehab/Fulltext/2013/09000/Web_Based_Training_in_Family_Advocacy.1.aspx
     
  • Powell, L.E., Glang, A., & Ettel, D. (2013). Systematic assessment and instruction of assistive technology for cognition (ATC) following brain injury: An introduction. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 59-68.  http://div2perspectives.asha.org/content/23/2/59.abstract
     
  • Powell, L.E., Wallace, T., & Wild, M.R. (2013). Training-the-trainer on assistive technology for cognition (ATC): Current practices. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 90-94. http://div2perspectives.asha.org/content/23/2/90
     
  • Saraceno, C. (2013). Learning to use assistive technology for cognition: A survivor's perspective. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 69-73. http://div2perspectives.asha.org/content/23/2/69.abstract
     
  • Powell, L.E., Glang, A., Ettel, D., Todis, B., Sohlberg, M. M., & Albin, R. (2012). Systematic instruction for individuals with acquired brain injury: Results of a randomized controlled trial. Neuropsychological Rehabilitation, 22(1), 85-112.
     
  • Sohlberg, M. M., & Ehlhardt, L. (2011). What rehabilitation clinicians can do to facilitate experience-dependent learning. In S. Raskin (ed.), Neuroplasticity and Rehabilitation. New York: Guilford Press.
     
  • Sohlberg, M.M., Todis, B., Fickas, S., & Ehlhardt, L. (2011). Analysis of email produced by middle school students with disabilities using accessible Interfaces: An exploratory study. Topics in Language Disorders, 31(4), 352-372. http://journals.lww.com/topicsinlanguagedisorders/Abstract/2011/10000/Analysis_of_E_mail_Produced_by_Middle_School.7.aspx
     
  • Todis, B., Glang, A., Bullis, M., Ettel, D., & Hood, D. (2011). Longitudinal investigation of the post-high school transition experiences of adolescents with traumatic brain injury. Journal Head Trauma Rehabilitation, 26(2), 138-149. http://www.ncbi.nlm.nih.gov/pubmed/20631630
     
  • Ehlhardt, L., Sublette, P., & Glang, A. (2010). Effective instruction: Optimizing outcomes following ABI. Brain Injury Professional, 7(2), 8-13.
     
  • Glang, A., Koester, M., Vondy Beaver, S., Clay, J., & McLaughlin, K. (2010). Online training in sports concussion for youth sports coaches. International Journal of Sports Science and Coaching, 5(1), 1-12. http://www.ncbi.nlm.nih.gov/pubmed/20640175
     
  • Glang, A., Todis, B., Sublette, P., Eagan-Brown, B., & Vaccaro, M. (2010). Professional development in TBI for educators: The importance of context. Journal of Head Trauma Rehabilitation, 25(6), 426-432. http://www.ncbi.nlm.nih.gov/pubmed/21076243
     
  • McLaughlin, K., & Glang, A. (2010). The effectiveness of a bicycle safety program for improving safety-related knowledge and behavior in young elementary students. Journal of Pediatric Psychology, 35(4), 343-353. http://www.ncbi.nlm.nih.gov/pubmed/19755497
     
  • Glang, A., McLaughlin, K, & Ehlhardt, L. (2009). Using interactive multimedia to teach parent advocacy skills. Abstracts from the North American Brain Injury Society's Seventh Annual Conference on Brain Injury. Journal of Head Trauma Rehabilitation, 24(5), 392-412.
     
  • Hood, D., Lash, M., Glang, A., & Todis, B. (2009). Managing care and services after brain injury: A workbook for families and caregivers. Wake Forest, NC: Lash Associates.
     
  • Ehlhardt, L., Sohlberg, M.M., Kennedy, M., Coelho, C., Ylvisaker, M., Turkstra, L., & Yorkston, K. (2008). Evidence-based practice guidelines for instructing individuals with acquired memory impairments: What have we learned in the past 20 years? Neuropsychological Rehabilitation, 18(3), 300-342.http://www.ncbi.nlm.nih.gov/pubmed/18569746
     
  • Glang, A., Todis, B., Thomas, C., Hood, D., Bedell, G., & Cockrell, J. (2008). Return to school following childhood TBI: Who gets services? NeuroRehabilitation, 23(6), 477-486. http://www.ncbi.nlm.nih.gov/pubmed/19127001
     
  • Glang, A., Ylvisaker, M., Stein, M., Ehlharrdt, L, Todis, B., & Tyler, J. (2008). Validated instructional practices: Application to students with traumatic brain injury. Journal of Head Trauma Rehabilitation, 23(4), 243-251. http://www.ncbi.nlm.nih.gov/pubmed/18650768
     
  • Todis B., & Glang, A. (2008). Redefining success: Results of a qualitative study of post-secondary transition outcomes for youth with traumatic brain injury. Journal of Head Trauma Rehabilitation, 23(4), 252-263. http://www.ncbi.nlm.nih.gov/pubmed/18650769
     
  • Glang, A., McLaughlin, K., & Schroeder, S. (2007). Using interactive multimedia to teach parent advocacy skills: An exploratory study. Journal of Head Trauma Rehabilitation, 22(3), 198-205. http://www.ncbi.nlm.nih.gov/pubmed/17510596
     
  • Glang, A., & Lash, M. (2006). A holistic approach for improving educational outcomes of students with TBI: Promising practices and new directions for research. Brain Injury Professional, 3(4), 16-18.
     
  • Glang, A., Dise-Lewis, J., Tyler, J., & Denslow, P. (2006). Identification and appropriate service delivery for children who have TBI; Abstracts from the 2ndFederal Interagency Conference on Traumatic Brain Injury. Journal of Head Trauma Rehabilitation, 21(5), 408-436.
     
  • Todis, B., Glang A., Bullis, M., & Andrews, J. (2006). Longitudinal investigation of the post-school transition experiences of adolescents with TBI. Abstracts from the 2ndFederal Interagency Conference on Traumatic Brain Injury. Journal of Head Trauma Rehabilitation, 21(5), 421-422.
     
  • Ehlhardt, L., Sohlberg, M.M., Glang, A., & Albin, R. (2005). TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions. Brain Injury, 19(8), 569-583. https://www.ncbi.nlm.nih.gov/pubmed/?term=TEACH-M%3A+A+pilot+study+evaluating+an+instructional+sequence+for+persons+with+impaired+memory+and+executive+functions.
     
  • Hood, D., Todis, B., & Glang, A. (2005). Preparing for life after high school: The next steps. McLean, VA: Brain Injury Association of America.
     
  • Hood, D., Todis, B., & Stevens, T. (2005). Twelve months to triple-a service: Community collaboration to make services available, accessible, and appropriate for people with brain injury. (Grant No: 1 H82Mc02491-01-00). Washington, DC: Maternal and Child Health Bureau.
     
  • Glang, A., Noell, J., Ary, D., & Swartz, L. (2005). Using interactive multimedia to teach pedestrian safety: An exploratory study. American Journal of Health Behavior, 29(5), 435-442. http://www.ncbi.nlm.nih.gov/pubmed/16201860
     
  • Todis, B., Sohlberg, M.M., Hood, D., & Fickas, S. (2005). Making electronic mail accessible: Perspectives of people with acquired cognitive impairments, caregivers and professionals. Brain Injury, 19(6), 389-402. http://www.ncbi.nlm.nih.gov/pubmed/16101262
     
  • Sohlberg, M.M., Ehlhardt, L., & Kennedy, M. (2005). Instructional techniques in cognitive rehabilitation: A preliminary report. Seminars in Speech and Language, 26, 268-279. http://www.ncbi.nlm.nih.gov/pubmed/16278798
     
  • Sohlberg, M. M., Fickas, S., Ehlhardt, L., & Todis, B. (2005). The longitudinal effects of accessible email for individuals with severe cognitive impairments. Aphasiology, 19(7), 651-681.
     
  • Sohlberg, M., Todis, B., Fickas, S, Hung, P-F., & Lemoncello, R. (2005). A profile of community navigation in adults with chronic cognitive impairments. Brain Injury, 19(14), 1249-1259. http://www.ncbi.nlm.nih.gov/pubmed/16286341
     
  • Ylvisaker, M., Adelson, P.D., Braga, L.W., Burnett, S.M., Glang, A., Fenney, T., Moore, W., Rumney, P., & Todis, B. (2005). Rehabilitation and ongoing support after pediatric TBI: 20 years of progress. Journal of Head Trauma Rehabilitation, 20(1), 95-109. http://www.ncbi.nlm.nih.gov/pubmed/156685