Anderson, V., & Yeates, K.O. (2014). Children and adolescents. In: Levin, L.S., Shum, D.H.K. & Chan, R.C.K. (Eds.), Understanding traumatic brain injury. Current research and future directions (pp. 333–355). Oxford: Oxford University Press.
Bedell, G.M. (2004). Developing a follow-up survey focused on participation of children and youth with acquired brain injuries discharged from inpatient rehabilitation. Neurorehabilitation, 19, 191–205.
Benz, M.R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66 (4), 509–529.
Bedell, G.M., & Dumas, H.M. (2004). Social participation of children and youth with acquired brain injuries discharged from inpatient rehabilitation: A follow-up study. Brain Injury, 18 (1), 65–82.
Blosser, J., & DePompei, R. (2003). Pediatric brain injury: Proactive intervention (2nd ed.). New York: Delmar Learning.
Borelli, B. (2011). The assessment, monitoring, and enhancement of treatment fidelity in public health clinical trials. Journal of Public Health Dentistry, 71, S52–S63.
Bumbarger, B.K. (2014). Understanding and promoting treatment integrity in prevention. In Sanetti, L.M.H. & Kratochwill, T.R. (Eds.), Treatment integrity. A foundation for evidence-based practice in applied psychology (pp. 35–54). Washington, DC: American Psychological Association.
Catroppa, C., Godfrey, C., Clasby, B., & Anderson, V. (2017). Children with traumatic brain injury. In Wilson, B.A., Winegardner, J., van Heugten, C.M. & Ownsworth, T. (Eds.), Neuropsychological rehabilitation. The international handbook (pp. 102–112). London: Routledge.
Clements, K., & Turpin, G. (1996). The life events scale for students: Validation for use with British samples. Personality and Individual Differences, 20, 747–751.
Connor, K., Dettmer, J., Dise-Lewis, J.E., Murphy, M., Santistevan, B., & Steckinger, B. (2001). Brain injury in children and youth: A manual for educators. Colorado Department of Education State Library and Education Office. Retrieved from https://www.cde.state.co.us/cdesped/tbi_manual_braininjury [cited 2016 Aug 31].
Dawson, P., & Guare, R. (2009). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: The Guildford Press.
Diener, E., Emmons, R.A., Larsen, R.J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49 (1), 71–75.
Dohrenwend, B.S., Krasnoff, L., Askenasy, A.R., & Dohrenwend, B.P. (1978). Exemplification of a method for scaling life events: The PERI life events scale. Journal of Health and Social Behavior, 19 (2), 205–299.
Epstein, N.B., Bladwin, L.M., & Bishop, D.S. (1983). The McMaster family assessment device. Journal of Marital and Family Therapy, 9, 171–180.
Grant, A.M. (2003). The impact of life coaching on goal attainment, metacognition and mental health. Social Behavior and Personality, 31, 253–264.
Green, L.S., Oades, L.G., & Grant, A.M. (2006). Cognitive-behavioral, solution-focused life coaching: Enhancing goal striving, well-being and hope. The Journal of Positive Psychology, 1, 142–149.
Green, S., Grant, A., & Rynsaardt, J. (2007). Evidence based life coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review, 2, 24–32.
Herth, K. (1991). Development and refinement of an instrument to measure hope. Scholarly Inquiry for Nursing Practice, 5, 39–51.
Hoffmann, T.C., Glasziou, P.P., Milne, R., Perera, R., Moher, D., Altman, D.G., . . . Michie, S. (2014). Better reporting of interventions: Template for intervention description and replication (TIEieR) checklist and guide. BMJ, 348, g1687. doi: 10.1136/bmj.g 1687.
Izumi, S., Ando, K., Ono, M., Suzukamo, Y., Michimata, A., & Fukuhara, S. (2007). Effect of coaching on psychological adjustment in patients with spinocerebellar degeneration: A pilot study. Clinical Rehabilitation, 21, 987–996.
Kelly, G., Todd, J., Simpson, G., Kremer, P., & Martin, C. (2006). The Overt Behaviour Scale (OBS): A tool for measuring challenging behaviours following ABI in community settings. Brain Injury, 20, 307–319.
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, 212–223.
Lam, C.S., Chan, F., & McMahon, B.T. (1991). Factorial structure of the Change Assessment Questionnaire for individuals with traumatic head injuries. Rehabilitation Psychology, 36, 212–223.
Lam, C.S., McMahon, B.T., Priddy, D.A., & Gehred-Schulz, A. (1988). Deficit awareness and treatment performance among traumatic head injury adults. Brain Injury, 2, 235–242.
Landgraf, J.M., Abetz, L., & Ware, J.E. (1996). The Child Health Questionnaire (CHQ): A user's manual. Boston: Health Institute, New England Medical Center.
Landmark, L.J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33 (3), 165–176.
Law, M., Baptiste, S., Carswell, A., McColl, M.A., Polatajko, H., & Pollock, N. (2005). Canadian occupational performance measure. Canada: Canadian Association of Occupational Therapists.
Linder, H., Menzies, D., Kelly, J., Taylor, S., & Shearer, M. (2003). Coaching for behaviour change in chronic disease: A review of the literature and implications for coaching as a self-management intervention. Australian Journal of Primary Health, 9, 177–184.
Lovibond, P.F., & Lovibond, S.H. (1995). Manual for the depression, anxiety, stress scales (2nd ed.). Sydney: Psychological Foundation.
Machamer, J., Temkin, N., & Dikmen, S. (2002). Significant other burden and factors related to it in traumatic brain injury. Journal of Clinical and Experimental Neuropsychology, 24, 420–433.
Maher, C.G., Sherrington, C., Herbert, R.D., Moseley, A.M., & Elkins, M. (2003). Reliability of the PEDro school for rating quality of randomized controlled trials. Physical Therapy, 83, 713–721.
Merriman, D.E., & Codding, R.S. (2008). The effects of coaching on mathematics homework completion and accuracy of high school students with attention-deficit hyperactivity disorder. Journal of Behavioral Education, 17, 339–355.
Moher, D., Hopewell, S., Schulz, K.F., Montori, V., Gotzsche, P.C., Deveraux, P.J., . . . Altman, , , D.G. (2010). CONSORT 2010 explanation and elaboration: Updated guidelines for reporting parallel group randomised trial. BMJ, 340, c896.
Pan, A.W., Chung, L., & Hsin-Hwei, G. (2003). Reliability and validity of the Canadian Occupational Performance Measure for clients with psychiatric disorders in Taiwan. Occupational Therapy International, 10 (4), 269–277.
Pavot, W., & Diener, E. (1993). The affective and cognitive context of self-reported measures of subjective well-being. Social Indicators Research, 28 (1), 1–20.
Reistetter, T.A., Spencer, J.C., Trujillo, L., & Abreu, B.C. (2005). Examining the Community Integration Measure (CIM): a replication study with life satisfaction. NeuroRehabilitation, 20 (2), 139–148.
Sanetti, L.M.H., & Kratochwill, T.R. (Eds.) (2014). Treatment Integrity. A foundation for evidence-based practice in applied psychology. Washington DC: American Psychological Association.
Sleeper-Triplett, J. (2008). The effectiveness of coaching for children and teens with AD/HD. Pediatric Nursing, 34, 433–435.
Soo, C., Tate, R., Hopman, K., Forman, M., Secheny, T., Aird, V., . . . & Coulston, C. (2007). Reliability of the care and needs scale for assessing support needs after traumatic brain injury. The Journal of head trauma rehabilitation, 22 (5), 288–295.
Swartz, S.L., Prevatt, F., & Proctor, B.E. (2005). A coaching intervention for college students with attention deficit/hyperactivity disorder. Psychology in the Schools, 42, 647–655.
Swearington, E.M., & Cohen, L.H. (1985). Measurement of adolescent's life event: The junior high life experiences survey. American Journal of Community Psychology, 13, 69–85.
Tate, R.L. (2004). Assessing support needs for people with traumatic brain injury: The care and needs scale. Brain Injury, 18, 445–460.
Tate, R.L., & Perdices, M. (in press). Single-case experimental designs for clinical research and neurorehabilitation settings. London: Routledge.
Tate, R.L., Perdices, M., Rosenkoetter, U., Wakim, D., Godbee, K., Togher, L., & McDonald, S. (2013). Revision of a method quality rating scale for single-case experimental designs and n-of-1 trials: The 15-item risk of bias in N-of-1 Trials (RoBiNT) scale. Neuropsychological Rehabilitation, 23 (5), 619–638.
Test, D.W., Fowler, C.H., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., . . . Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32 (2), 115–128.
Todis, B., & Glang, A. (2008). Redefining success: Results of a qualitative study of postsecondary transition outcomes for youth with traumatic brain injury. Journal of Head Trauma Rehabilitation, 23, 252–263.
Waters, E., Salmon, L., Wake, M., Wright, M., & Hesketh, K. (1999). The interpretation guide for the Australian authorised adaptation of the child health questionnaire: Parent/proxy form: CHQ PF-50 and PF-28. Melbourne: Centre for Community Child Health.
Wehman, P. (2006). Life beyond the classroom: Transition strategies for young people with disabilities (4th ed.). Baltimore: Paul H Brookes Publishing.
Wehman, P., Chen, C.C., West, M., & Cifu, G. (2014). Transition planning for youth with traumatic brain injury: Findings from the national longitudinal transition survey-2. NeuroRehabilitation, 34, 365–372.
Ylvisaker, M., McPherson, K., Kayes, N., & Pellet, E. (2008). Metaphoric identity mapping: Facilitating goal setting and engagement in rehabilitation after traumatic brain injury. Neuropsychological Rehabilitation, 18, 713–741.