» Dr. Mary Kennedy

Professor, Director, Communication Sciences and Disorders Program

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

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

• Adult language & cognitive disorders
• Traumatic brain injury and concussion
• Cognitive rehabilitation and brain injury

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

• Service Learning Faculty Fellowship Award, 2004 - 2005

Recent Creative, Scholarly Work and Publications

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.

Read More...

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.