The Role of Speech-Language Pathologists in Expanding Delivery of Teen Online Problem Solving for Adolescents With Acquired Brain Injury: A Quality Improvement Project

Abstract

Purpose: Teen Online Problem Solving (TOPS) is an evidence-based telether-apy program designed to promote neurocognitive, behavioral, and psychosocial recovery following brain injury through family-centered training. To date, TOPS has been primarily administered by neuropsychologists and clinical psycholo-gists. This clinical focus article discusses a quality improvement project to adapt the TOPS training and manual for use by speech-language pathologists (SLPs) and reports feedback from SLPs following TOPS training and after deliv-ering the program with adolescents who experienced neurological insults. Method: SLPs were invited to participate in TOPS training. Trainees were asked to complete posttraining surveys, active therapist questionnaires, and follow-up surveys directed to SLPs who had completed the intervention with at least one patient. Results: To date, a total of 38 SLPs completed TOPS training, 13 have imple-mented TOPS with at least one adolescent. Eight SLPs and 16 psychologists/ trainees responded to follow-up surveys to share their perspectives on the pro-gram. Perceptions of clinicians delivering the program did not differ significantly in most respects. SLPs rated the ease of understanding nonverbal communica-tion higher than psychologists. Seven SLPs responded to an SLP-specific sur-vey about their experiences administering TOPS, noting a range of advantages and some limitations in their open-ended responses. Conclusion: Training SLPs to deliver TOPS has the potential to increase service provision to adolescents with acquired brain injury who have cognitive commu-nication difficulties and their families.