Jessica S. Riccardi

Assistant Professor

University of Maine

United States

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Jessica S. Riccardi is an Assistant Professor at the University of Maine, USA. Her research focuses on childhood traumatic brain injury, exploring its impacts on quality of life, social-emotional functioning, and the role of speech-language pathologists in intervention. Recent publications include studies on brain injury screening in justice-involved youth and the effects of adverse childhood experiences on brain health.

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Collaborators (6)

Tom M McMillan

University of Glasgow

UNITED KINGDOM

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Emily K. Miller

Boston University

UNITED STATES

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Austin Thompson

Assistant Professor

University of Houston

UNITED STATES

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Jennifer Lundine

Assistant Professor

Ohio State University

UNITED STATES

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Angela Ciccia

Case Western Reserve University

UNITED STATES

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Danika Pfeiffer

Assistant Professor

Old Dominion University

UNITED STATES

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Jessica S. Riccardi

Research Interests

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About

Articles (25)

Correlations between injury- and child-related factors and participation and quality of life after childhood traumatic brain injury

“1-800-Help-Me-With-Open-Science-Stuff”: A Qualitative Examination of Open Science Practices in Communication Sciences and Disorders

Screening for Brain Injury in Justice-Involved Youth

Speech-Language Pathologists' Perspectives On Virtual Reality for Childhood Traumatic Brain Injury

Traumatic Brain Injury in College Students: Exploring Associations Between Social–Emotional Functioning and Fatigue

Exploring the Feasibility of Self-Reported Cognitive Fatigue in Children With and Without Traumatic Brain Injury After Functional Experimental Tasks

Adverse childhood experiences and brain injury in younger children: Findings from the 2021–2022 National Survey of Children’s Health

Fatigue, Fogginess, and Sleep Complaints: Presence and Impact on Functioning After Childhood Traumatic Brain Injury

The Importance of Identifying Children With Brain Injury in Schools: Speech-Language Pathologists as Crucial Partners

Implementing Interventions for Women and Youth with Traumatic Brain Injury at Transition from Custodial Settings: A Call to Action

Predictors of social emotional learning in after‐school programming: The impact of relationships, belonging, and program engagement

A Preliminary Investigation of Stakeholders' Perspectives on Cognitive Fatigue After Childhood Brain Injury

Fatigue, Executive Functioning, and Quality of Life: Exploring Relationships in Children With Traumatic Brain Injury

Comparing cognitive fatigue after school and weekend days for children with TBI vs TD

Training on brain injury for juvenile justice professionals: Findings from pre- and post-training surveys and focus groups

Exploring the Caregiver-Reported Impact of the COVID-19 Pandemic on Children with Traumatic Brain Injury

A Scoping Review of Auditory Dysfunction After Childhood Traumatic Brain Injury

Speech-Language Pathology Treatment of Cognitive-Communication Deficits in School-Aged Children With Traumatic Brain Injury: A Scoping Review

Preliminary findings on TBI knowledge of professionals working with justice-involved youth

The Influence of the Family Functioning and Social Relationships on Child Participation After Traumatic Brain Injury

An Exploratory Study on Disparities in Service Provision and Long-Term Need After Early Childhood Acquired Brain Injury

Academic and post-secondary participation of students with ABI after the BrainSTEPS program

Clinical Practice Patterns in Childhood Apraxia of Speech and Augmentative and Alternative Communication: Implications for Speech-Language Pathology Education

Factors impacting educational outcomes for students with traumatic brain injury in BrainSTEPS

Speech-Language Pathology Assessment of School-Age Children With Traumatic Brain Injury: A Scoping Review

Collaborators (6)

Tom M McMillan

Emily K. Miller

Austin Thompson

Jennifer Lundine

Angela Ciccia

Danika Pfeiffer

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