A mixed-methodological examination of participant experiences, activities, and outcomes in a technology and employment project for postsecondary students with traumatic brain injuries

BACKGROUND: Project Career was a five-year, multi-site development project using cognitive support technology (CST), in the form of iPads and applications (apps), and vocational rehabilitation strategies, to improve academic and employment outcomes for veteran and civilian students with traumatic brain injury (TBI) in 2- A nd 4-year colleges/universities. OBJECTIVE: This article presents a mixed-methodological examination of the participating students' experiences, activities, and outcomes in Project Career. METHODS: Demographics and key information obtained during intakes were analyzed, and qualitative and quantitative analyses of case notes from students' meetings with the project's Technology and Employment Coordinators (TECs) were conducted. The purpose of the analyses was to identify topics discussed by students, including challenges, services sought, actions taken, experience with using CSTs, and outcomes. RESULTS: The majority of meetings with TECs focused on academic counseling/support, app use, employment, and accessibility services and supports. Most quotations were related to positive outcomes, which in turn were primarily related to school and test performance, impact of apps, overall functioning, and the use of technology overall. CONCLUSIONS: Results highlight that the Project Career model, which combines best practices from CST and the vocational rehabilitation field, can be effective in successfully supporting students with TBI in undergraduate settings.