Publications
Purdy, M., & O’Brien, K. H. (in press). Executive functions: Theory, assessment, and treatment. In M. L. Kimbarow, & Wallace, S. (Eds.), Cognitive communication disorders (4th Edition). San Diego: Plural Publishing.
Kemp, A.M., Neese, M., Norton, G., & O’Brien, K.H. (accepted). Applying the Common-Sense Self-Regulation Model to understand perceptions of mild traumatic brain injury in college students. Journal of Head Trauma Rehabilitation.
Kemp, A.M., Norton, G., Neese, M., Pei, Y., & O’Brien, K.H. (2023). A theory-based exploration of psychosocial factors influencing concussion health seeking intentions in college students. Journal of American College Health. Online ahead of print.
O’Brien, K. H., Pei, Y., Kemp, A. M., Gartell, R., & Wallace, T. (2023). Pilot testing the SUCCESS peer mentoring program for students with concussion: The role of personas in mobile technology development. Disability and Rehabilitation: Assistive Technology. Online ahead of print.
Pei, Y., & O'Brien, K. H. (2023). Development and initial validation of Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C). Journal of Research in Reading, 46(3), 225-246.
O’Brien, K. H., Pei, Y., Kemp, A. M., Gartell, R., Gore, R. K., & Wallace, T. (2023). The SUCCESS peer mentoring program for college students with concussion: Preliminary results of a mobile technology delivered intervention. International Journal of Environmental Research and Public Health. Online ahead of print.
Pei, Y., Kemp, A. M., & O’Brien, K. H. (2023). A systematic review and meta-analysis of student perspectives and outcomes following return to learn after concussion. Journal of School Health, 93(7), 594-620.
Kemp, A. M., Wallace, T., O’Brien, K. H. (2023). Reconceptualizing recovery after concussion: A phenomenological exploration of college student experiences. American Journal of Speech-Language Pathology, 32(2S), 867-882.
Weber Rawlins, M. L., Johnson, R. S., Schmidt, J. D., Lynall, R. C., O’Brien, K. H., Welch Bacon, C. E. (2022). University educators’ perceptions of academic adjustments following a concussion for student-athletes and non-student-athletes. Journal of American College Health. Online ahead of print.
O’Brien, K. H. & Lundine, J. P., Pei, Y., & Kemp, A. M. (2022). The school-based speech language pathologist and students with concussion: An examination of evolving knowledge and confidence. American Journal of Speech-Language Pathology, 31(5), 1992–2003.
Snedakar, K. P., Lundine, J. P., Ciccia, A. H., Haider, M. N., & O’Brien, K. H. (2022). Gaps in concussion management across school-aged children. Gaps in concussion management across school-aged children. Brain Injury, 36(6), 714-721.
O’Brien, K. H., Wallace, T., Kemp, A. M., & Pei, Y. (2022). Cognitive communication complaints and referrals for speech language pathology services following concussion. American Journal of Speech-Language Pathology, 31(2), 790–807.
Kemp, A., & O’Brien, K. H. (2021). Critical elements of return to learn for students with concussion: A scoping review. Journal of Head Trauma Rehabilitation. Online ahead of print.
Pei, Y., & O’Brien, K. H. (2021). Reading abilities post traumatic brain injury in adolescents and adults: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 30(2), 789-816.
O’Brien, K. H., Wallace, T., & Kemp, A. (2021). Student perspectives on the role of peer support following concussion: Development of the SUCCESS peer mentoring program. American Journal of Speech-Language Pathology, 30(2S), 933-948.
Ciccia, A. H., Lundine, J. P., O’Brien, K. H., Salley, J., Krusen, S., Wilson, B., Kunz, J., Haarbauer-Krupa, J. (2021). Understanding cognitive communication needs in pediatric TBI: Issues identified at the 2020 International Cognitive-Communication Disorders Conference. American Journal of Speech-Language Pathology, 30(2S), 853-862.
O’Brien, K. H. (2020). Overcoming knowledge barriers for inclusion of school-based speech-language pathologists in the management of students with mild traumatic brain injury. Seminars in Speech and Language, 41(02), 195-208.
OʼBrien, K. H., Schellinger, S. K., Hwang, B. L., & LaPlaca, M. C. (2019). A comparison of student and parent knowledge and perceived confidence about brain injury and concussion. Topics in Language Disorders, 39(3), 313–334.
Brown, J., O'Brien, K., Knollman Porter, K., & Wallace, T. (2019). The speech-language pathologists' role in mild traumatic brain injury for middle and high school–age children: Viewpoints on guidelines from the centers for disease control and prevention. American Journal of Speech-Language Pathology, 14(3), 1–8.
O’Brien, K. H., & Kennedy, M. R. (2018). Predicting remembering: Judgments of prospective memory after traumatic brain injury. Journal of Speech, Language, Hearing Research, 61(6), 1393–16.
O’Brien, K. H., Schellinger, S. K., & Kennedy, M. R. (2018). Self-regulation strategies used by students with brain injury while transitioning to college. NeuroRehabilitation, 42(3), 365–375.
Finestack, L., O'Brien, K. H., Hyppa-Martin, J., & Lyrek, K. (2017). The evaluation of a personal narrative language intervention for school-age children with Down syndrome. American Journal on Intellectual and Developmental Disabilities. 122(4), 310-332.
O’Brien, K. H. (2017). Coaching self-learning and self-management. In M. R. T. Kennedy (Ed.), Coaching post-secondary students with executive function deficits. New York: Guilford Press.
Krause, M. O., Byom, L., Meulenbroek, P., Richards, S., & O’Brien, K. H. (2015). Supporting the literacy skills of adolescents and young adults with traumatic brain injury. Seminars in Speech and Language. 36(01), 60–73. doi:10.1055/s-0034-1396447
Kennedy, M. R., Krause, M. O., & O'Brien, K. H. (2014). Psychometric properties of the College Survey for Students with Brain Injury: Individuals with and without traumatic brain injury. Brain Injury, 28(13-14), 1748-1757. doi:10.3109/02699052.2014.955883
O’Brien, K. H., & Krause, M. O. (2014). Fundamentally innovative: The continuing contributions of Mark Ylvisaker. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 24(1), 10-17.
Kennedy, M. R., O'Brien, K. H., & Krause, M. O. (2012). Bridging person-centered outcomes and therapeutic processes for college students with traumatic brain injury. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 22 (4), 143–151.
Clark, H. M., O’Brien, K., Calleja, A., & Newcomb, S. (2009). Effects of directional exercise on lingual strength. Journal of Speech, Language, and Hearing Research, 52, 1034-1047. doi:10.1044/1092-4388(2009/08-0062)
Kemp, A.M., Neese, M., Norton, G., & O’Brien, K.H. (accepted). Applying the Common-Sense Self-Regulation Model to understand perceptions of mild traumatic brain injury in college students. Journal of Head Trauma Rehabilitation.
Kemp, A.M., Norton, G., Neese, M., Pei, Y., & O’Brien, K.H. (2023). A theory-based exploration of psychosocial factors influencing concussion health seeking intentions in college students. Journal of American College Health. Online ahead of print.
O’Brien, K. H., Pei, Y., Kemp, A. M., Gartell, R., & Wallace, T. (2023). Pilot testing the SUCCESS peer mentoring program for students with concussion: The role of personas in mobile technology development. Disability and Rehabilitation: Assistive Technology. Online ahead of print.
Pei, Y., & O'Brien, K. H. (2023). Development and initial validation of Sources of Reading Self-Efficacy Scale for College and University Students (SOURSES-C). Journal of Research in Reading, 46(3), 225-246.
O’Brien, K. H., Pei, Y., Kemp, A. M., Gartell, R., Gore, R. K., & Wallace, T. (2023). The SUCCESS peer mentoring program for college students with concussion: Preliminary results of a mobile technology delivered intervention. International Journal of Environmental Research and Public Health. Online ahead of print.
Pei, Y., Kemp, A. M., & O’Brien, K. H. (2023). A systematic review and meta-analysis of student perspectives and outcomes following return to learn after concussion. Journal of School Health, 93(7), 594-620.
Kemp, A. M., Wallace, T., O’Brien, K. H. (2023). Reconceptualizing recovery after concussion: A phenomenological exploration of college student experiences. American Journal of Speech-Language Pathology, 32(2S), 867-882.
Weber Rawlins, M. L., Johnson, R. S., Schmidt, J. D., Lynall, R. C., O’Brien, K. H., Welch Bacon, C. E. (2022). University educators’ perceptions of academic adjustments following a concussion for student-athletes and non-student-athletes. Journal of American College Health. Online ahead of print.
O’Brien, K. H. & Lundine, J. P., Pei, Y., & Kemp, A. M. (2022). The school-based speech language pathologist and students with concussion: An examination of evolving knowledge and confidence. American Journal of Speech-Language Pathology, 31(5), 1992–2003.
Snedakar, K. P., Lundine, J. P., Ciccia, A. H., Haider, M. N., & O’Brien, K. H. (2022). Gaps in concussion management across school-aged children. Gaps in concussion management across school-aged children. Brain Injury, 36(6), 714-721.
O’Brien, K. H., Wallace, T., Kemp, A. M., & Pei, Y. (2022). Cognitive communication complaints and referrals for speech language pathology services following concussion. American Journal of Speech-Language Pathology, 31(2), 790–807.
Kemp, A., & O’Brien, K. H. (2021). Critical elements of return to learn for students with concussion: A scoping review. Journal of Head Trauma Rehabilitation. Online ahead of print.
Pei, Y., & O’Brien, K. H. (2021). Reading abilities post traumatic brain injury in adolescents and adults: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 30(2), 789-816.
O’Brien, K. H., Wallace, T., & Kemp, A. (2021). Student perspectives on the role of peer support following concussion: Development of the SUCCESS peer mentoring program. American Journal of Speech-Language Pathology, 30(2S), 933-948.
Ciccia, A. H., Lundine, J. P., O’Brien, K. H., Salley, J., Krusen, S., Wilson, B., Kunz, J., Haarbauer-Krupa, J. (2021). Understanding cognitive communication needs in pediatric TBI: Issues identified at the 2020 International Cognitive-Communication Disorders Conference. American Journal of Speech-Language Pathology, 30(2S), 853-862.
O’Brien, K. H. (2020). Overcoming knowledge barriers for inclusion of school-based speech-language pathologists in the management of students with mild traumatic brain injury. Seminars in Speech and Language, 41(02), 195-208.
OʼBrien, K. H., Schellinger, S. K., Hwang, B. L., & LaPlaca, M. C. (2019). A comparison of student and parent knowledge and perceived confidence about brain injury and concussion. Topics in Language Disorders, 39(3), 313–334.
Brown, J., O'Brien, K., Knollman Porter, K., & Wallace, T. (2019). The speech-language pathologists' role in mild traumatic brain injury for middle and high school–age children: Viewpoints on guidelines from the centers for disease control and prevention. American Journal of Speech-Language Pathology, 14(3), 1–8.
O’Brien, K. H., & Kennedy, M. R. (2018). Predicting remembering: Judgments of prospective memory after traumatic brain injury. Journal of Speech, Language, Hearing Research, 61(6), 1393–16.
O’Brien, K. H., Schellinger, S. K., & Kennedy, M. R. (2018). Self-regulation strategies used by students with brain injury while transitioning to college. NeuroRehabilitation, 42(3), 365–375.
Finestack, L., O'Brien, K. H., Hyppa-Martin, J., & Lyrek, K. (2017). The evaluation of a personal narrative language intervention for school-age children with Down syndrome. American Journal on Intellectual and Developmental Disabilities. 122(4), 310-332.
O’Brien, K. H. (2017). Coaching self-learning and self-management. In M. R. T. Kennedy (Ed.), Coaching post-secondary students with executive function deficits. New York: Guilford Press.
Krause, M. O., Byom, L., Meulenbroek, P., Richards, S., & O’Brien, K. H. (2015). Supporting the literacy skills of adolescents and young adults with traumatic brain injury. Seminars in Speech and Language. 36(01), 60–73. doi:10.1055/s-0034-1396447
Kennedy, M. R., Krause, M. O., & O'Brien, K. H. (2014). Psychometric properties of the College Survey for Students with Brain Injury: Individuals with and without traumatic brain injury. Brain Injury, 28(13-14), 1748-1757. doi:10.3109/02699052.2014.955883
O’Brien, K. H., & Krause, M. O. (2014). Fundamentally innovative: The continuing contributions of Mark Ylvisaker. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 24(1), 10-17.
Kennedy, M. R., O'Brien, K. H., & Krause, M. O. (2012). Bridging person-centered outcomes and therapeutic processes for college students with traumatic brain injury. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 22 (4), 143–151.
Clark, H. M., O’Brien, K., Calleja, A., & Newcomb, S. (2009). Effects of directional exercise on lingual strength. Journal of Speech, Language, and Hearing Research, 52, 1034-1047. doi:10.1044/1092-4388(2009/08-0062)
Abstracts
O’Brien, K., Pei, Y., Kemp, A., Gartell, R., Gore, R., & Wallace, T. (2023). Speech-language pathology rehabilitative services following concussion: An exploratory study of person-centered goals. In ABSTRACTS, Brain Injury, 37(8), 758-1040.
O’Brien, K., Pei, Y., Kemp, A., Gartell, R., & Wallace, T. (2023). The SUCCESS Peer Mentoring Program for students with concussion: A pilot study of academic and psychosocial outcomes. In ABSTRACTS, Brain Injury, 37(8), 758-1040.
Pei, Y. & O’Brien, K. (2023). Reading in college students with mild traumatic brain injury. In ABSTRACTS, Brain Injury, 37(8), 758-1040.
Kemp, A., Norton, G., Neese, M., Pei, Y., & O'Brien, K. (2022). Health-seeking behaviors following concussion: An examination of the Theory of Reasoned Action and Planned Behavior. Archives of Physical Medicine and Rehabilitation, 103(12), e78.
Kemp, A., Norton, G., Neese, M., & O'Brien, K. (2022). Concussion Health Expectations in College (CHECk): Perceptions of identification of concussion and subsequent healthcare decisions. Archives of Physical Medicine and Rehabilitation, 103(12), e77.
Pei, Y., & O'Brien, K. (2022). Shared experience and concerns after concussion: A mixed methods analysis of the concussion subreddit. Archives of Physical Medicine and Rehabilitation, 103(12), e191.
Kemp, A., O'Brien, K., & Wallace, T. (2022). College student experiences of recovery from prolonged concussion symptoms: Not just a checked box. Archives of Physical Medicine and Rehabilitation, 103(12), e57.
Kemp, A., Pei, Y., O'Brien, K., & Wallace, T. (2021). Success in College after Concussion with Effective Student Supports (SUCCESS): Persona testing of a peer mentoring program. Archives of Physical Medicine and Rehabilitation, 102(10), e55.
Pei, Y., Kemp, A., O'Brien, K., & Wallace, T. (2021). Incidence and referral for management of communication complaints in mild traumatic brain injury. Archives of Physical Medicine and Rehabilitation, 102(10), e57.
Kemp, A., Gartell, R., O'Brien, K., Wallace, T., & Pei, Y. (2021). Infographic development for the Success in College after Concussion with Effective Student Supports (SUCCESS) peer mentoring program. Archives of Physical Medicine and Rehabilitation, 102(10), e55.
Pei, Y., Gartell, R., Kemp, A., O'Brien, K., & Wallace, T. (2021). A retrospective chart review of referrals for speech-language pathology services after concussion. Archives of Physical Medicine and Rehabilitation, 102(10), e55-e56.
Kemp, A., O'Brien, K. H., & Wallace, T. (2020). College and concussion recovery: Student reflections of the role of peer support. Archives of Physical Medicine and Rehabilitation, 101(11), e23.
Pei, Y., & O'Brien, K. H. (2020). Ecological momentary assessment of concussion symptom burden in college students. Archives of Physical Medicine and Rehabilitation, 101(11), e47.
O’Brien, K. H., & Fink, A. M. (2019). College after concussion: Student self-advocacy and knowledge challenges. Brain Injury, 33, 139-139.
O’Brien, K. H., & Kennedy, M. R. T. (2017). Tying the String: Contributions of neuropsychological and demographic variables to a computerized measure of prospective metamemory after TBI. Brain Injury, 31, 6-7.
O’Brien, K. H., & Kennedy, M. R. T. (2014). A case study of participatory design that supports metacognition after TBI: Collaborating with low and high technology. Brain Injury, 28, 5-6.
O’Brien, K., Pei, Y., Kemp, A., Gartell, R., & Wallace, T. (2023). The SUCCESS Peer Mentoring Program for students with concussion: A pilot study of academic and psychosocial outcomes. In ABSTRACTS, Brain Injury, 37(8), 758-1040.
Pei, Y. & O’Brien, K. (2023). Reading in college students with mild traumatic brain injury. In ABSTRACTS, Brain Injury, 37(8), 758-1040.
Kemp, A., Norton, G., Neese, M., Pei, Y., & O'Brien, K. (2022). Health-seeking behaviors following concussion: An examination of the Theory of Reasoned Action and Planned Behavior. Archives of Physical Medicine and Rehabilitation, 103(12), e78.
Kemp, A., Norton, G., Neese, M., & O'Brien, K. (2022). Concussion Health Expectations in College (CHECk): Perceptions of identification of concussion and subsequent healthcare decisions. Archives of Physical Medicine and Rehabilitation, 103(12), e77.
Pei, Y., & O'Brien, K. (2022). Shared experience and concerns after concussion: A mixed methods analysis of the concussion subreddit. Archives of Physical Medicine and Rehabilitation, 103(12), e191.
Kemp, A., O'Brien, K., & Wallace, T. (2022). College student experiences of recovery from prolonged concussion symptoms: Not just a checked box. Archives of Physical Medicine and Rehabilitation, 103(12), e57.
Kemp, A., Pei, Y., O'Brien, K., & Wallace, T. (2021). Success in College after Concussion with Effective Student Supports (SUCCESS): Persona testing of a peer mentoring program. Archives of Physical Medicine and Rehabilitation, 102(10), e55.
Pei, Y., Kemp, A., O'Brien, K., & Wallace, T. (2021). Incidence and referral for management of communication complaints in mild traumatic brain injury. Archives of Physical Medicine and Rehabilitation, 102(10), e57.
Kemp, A., Gartell, R., O'Brien, K., Wallace, T., & Pei, Y. (2021). Infographic development for the Success in College after Concussion with Effective Student Supports (SUCCESS) peer mentoring program. Archives of Physical Medicine and Rehabilitation, 102(10), e55.
Pei, Y., Gartell, R., Kemp, A., O'Brien, K., & Wallace, T. (2021). A retrospective chart review of referrals for speech-language pathology services after concussion. Archives of Physical Medicine and Rehabilitation, 102(10), e55-e56.
Kemp, A., O'Brien, K. H., & Wallace, T. (2020). College and concussion recovery: Student reflections of the role of peer support. Archives of Physical Medicine and Rehabilitation, 101(11), e23.
Pei, Y., & O'Brien, K. H. (2020). Ecological momentary assessment of concussion symptom burden in college students. Archives of Physical Medicine and Rehabilitation, 101(11), e47.
O’Brien, K. H., & Fink, A. M. (2019). College after concussion: Student self-advocacy and knowledge challenges. Brain Injury, 33, 139-139.
O’Brien, K. H., & Kennedy, M. R. T. (2017). Tying the String: Contributions of neuropsychological and demographic variables to a computerized measure of prospective metamemory after TBI. Brain Injury, 31, 6-7.
O’Brien, K. H., & Kennedy, M. R. T. (2014). A case study of participatory design that supports metacognition after TBI: Collaborating with low and high technology. Brain Injury, 28, 5-6.
