Dr. Mary R. Kennedy
Professor, Director, Communication Sciences and Disorders Program
- Office Location:
- Rinker Health Science Campus 290B
- (714) 744-2132
- California State University, Fullerton, Bachelor of Arts
California State University, Fullerton, Master of Arts
University of Washington, Ph.D.
- Adult language & cognitive disorders
- Traumatic brain injury and concussion
- Cognitive rehabilitation and brain injury
- Executive functions and metacognition after brain injury: We investigate the intersection of these higher cortical process with memory & language
- Evidence-based Practice: We conduct systematic reviews and critique the research on cognitive rehabilitation for individuals with brain injury, and create recommendations
- President-Elect: Academy of Neurologic Communication Disorders and Sciences (ANCDS) , 2006 - 2008
- Associate Editor: Journal of Speech, Language, & Hearing Research , 2006- - present
- Chair: Practice Guidelines Writing Committee on Cognitive-Communication After Traumatic Brain Injury (ANCDS) , 2001 - present
- Director of Graduate Studies: Speech-Language-Hearing Sciences, UMN , 2005 - present
- Associate member: The Center for Cognitive Sciences, University of Minnesota , 1999
- Member: Brain Injury Association of Minnesota , 1998 - present
- Member: American Speech, Language, & Hearing Association , 1980 - present
- ASHA Convention - 2014
- Co-Chair TBI Group
- IOM Committee - 2011 - Present
- DOD/VA Writing Committee for mTBI Cognitive Rehabilitation Guide - soon to be released
- Service Learning Faculty Fellowship Award, 2004 - 2005
- Recent Creative, Scholarly Work and Publications
O’Neil-Pirozzi, T., Kennedy, M.R.T., & Sohlberg, M.M. (in press). Evidence-based practice for the use of internal strategies as a memory compensation technique after brain injury: A systematic review. Journal of Head Trauma Rehabilitation. .
Tate, R., Kennedy, M.R.T., Bayley, M., Bragge, P., Douglas, J., Kita, M., Ponsford, J., et al. (2014). INCOG Recommendations for Management of Cognition following Traumatic Brain Injury Part VI: Executive Function and Self-awareness, Journal of Head Trauma Rehabilitation, 29(4), 338-352. doi: 10.1097/HTR.0000000000000068
Ramanathan, P., Marsolek, C.J., & Kennedy, M.R.T. (2014). Implicit memory influences on metamemory after traumatic brain injury: Can masked priming and antipriming affect judgments of learning? Journal of Speech, Language, and Hearing Research, 57, 1817-1830.
Krause, M.O, Nelson, P., & Kennedy, M.R.T. (2014). Processing speed, masking release, and listening effort in adults with traumatic brain injury, Brain Injury. DOI: 10.3109/02699052.2014.920520
Kennedy, M.R.T., Krause, M.O., & O’Brien, K. (2014). Psychometric Properties of the College Survey for Students with Brain Injury: Individuals with and without Traumatic Brain Injury, Brain Injury. DOI: 10.3109/02699052.2014.920520
Kennedy, M.R.T. (2013). Evidence-based practice and cognitive rehabilitation therapy. In S. McDonald, L. Togher and C. Code (Eds.), pp. 282-306, Social and communication disorders following traumatic brain injury: Second edition. Psychology Press: New York.
Kennedy, M.R.T., O’Brien, K., & 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, 22,143-151.
Constantinidou, F. & Kennedy, M.R.T (2011). Traumatic Brain Injury. In I. Papathanasiou, P. Coppens, & C. Potagas (Eds.), pp. 365-396, Aphasia and Related Disorders. Burlington, MA: Jones & Bartlett.
Kennedy, M.R.T. & Krause, M.O. (2011). Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: Two case reports. Journal of Head Trauma Rehabilitation, 26, (3), 212–223.