Dr. Mary Kennedy

Professor, Chair, Department of Communication Sciences and Disorders

Crean College of Health and Behavioral Sciences; Communication Sciences and Disorders

Expertise: Brain Injury; Cognitive Rehabilitation; Memory and Language; Metacognition

Office Location: Rinker Health Science Campus 290B

Phone: (714) 744-2132

Email: markenne@chapman.edu

Website: http://neurocognitivelab.com/

Education:: California State University, Fullerton, Bachelor of Arts
California State University, Fullerton, Master of Arts
University of Washington, Ph.D.

Biography

Specialties

Research Activities

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

Professional Activities

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

Awards

Recent Creative, Scholarly Work and Publications: Schellinger, S.K, Munson, M., & Kennedy, M.R.T. (2018). Public perceptions of traumatic brain injury: predictors of knowledge and the effects of education. Brain Injury, 9, doi: 10.1080/02699052.2018.1492737; O’Brien, K. & Kennedy, M.R.T. (2018). Predicting remembering: Judgments of prospective memory after Traumatic Brain Injury. Journal of Speech, Language and Hearing Research.61, 6, 1393-1408.; O’Brien, K., Schellinger, S. & Kennedy, M.R.T. (2018). Self-regulation Strategies used by Students with Brain Injury While Transitioning to College. NeuroRehabilitation. 42(3), 365-375.; Kennedy, M.R.T. (2017). Coaching college students in executive functions: A Dynamic Approach. New York: Guilford Publishers.; O’Neil-Pirozzi, T., Kennedy, M.R.T., & Sohlberg, M.M. (2016). 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. 31(4):E1-E11.; Kennedy, M.R.T., Vacarro, M., & Hart T. (2015). Traumatic Brain Injury - What College Disability Specialists and Educators Should Know about Executive Functions. Moss Rehabilitation Research Institute, with funding from the National Institute on Disability, Independent Living, and Rehabilitation Research, grant#90DP0037.