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Self-Reported Cognitive Symptoms in Military Veteran College Students

Description
An increasing number of military veterans are enrolling in college, primarily due to the Post-9/11 GI Bill, which provides educational benefits to veterans who served on active duty since September 11, 2001. With rigorous training, active combat situations, and exposure to unexpected situations, the veteran population is at a higher…

An increasing number of military veterans are enrolling in college, primarily due to the Post-9/11 GI Bill, which provides educational benefits to veterans who served on active duty since September 11, 2001. With rigorous training, active combat situations, and exposure to unexpected situations, the veteran population is at a higher risk for traumatic brain injury (TBI), Post Traumatic Stress Disorder (PTSD), and depression. All of these conditions are associated with cognitive consequences, including attention deficits, working memory problems, and episodic memory impairments. Some conditions, particularly mild TBI, are not diagnosed or treated until long after the injury when the person realizes they have cognitive difficulties. Even mild cognitive problems can hinder learning in an academic setting, but there is little data on the frequency and severity of cognitive deficits in veteran college students. The current study examines self-reported cognitive symptoms in veteran students compared to civilian students and how those symptoms relate to service-related conditions. A better understanding of the pattern of self-reported symptoms will help researchers and clinicians determine the veterans who are at higher risk for cognitive and academic difficulties.
ContributorsAllen, Kelly Anne (Author) / Azuma, Tamiko (Thesis director) / Gallagher, Karen (Committee member) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Combat to Classroom: Communication Barriers Veteran-Students Face Returning to College

Description
As the United States' military presences in Afghanistan and Iraq are being minimized, an increasing number of veterans are transitioning from the military to pursue higher education opportunities. Due to the military's organizational characteristics, socialization procedures, and performance requirements, this population of students likely faces unique barriers to success in…

As the United States' military presences in Afghanistan and Iraq are being minimized, an increasing number of veterans are transitioning from the military to pursue higher education opportunities. Due to the military's organizational characteristics, socialization procedures, and performance requirements, this population of students likely faces unique barriers to success in traditional models of higher education. The increase of this unique population necessitates research to evaluate their educationally related social and relational needs so that institutions of higher education will be better able to assist in achieving their academic goals. The student-teacher relationship is a key predictor in students' academic success (Yoon, J. S., 2002). Using survey research, this project examines veteran students' perceptions of their relationships with instructors, characteristics of the organization, communication apprehension with professors and peers, and perceived self-esteem. With the assistance of the Pat Tillman Veterans Center at Arizona State University, approximately 3800 veteran students, in both undergraduate and graduate programs, were invited to participate in the research. The study identified significant relationships between a veteran-student's length of time since separating from military service, their feelings of success as a student, self-esteem, and apprehension of communication with professors. There was also a significant relationships on length of military service, self-esteem, and apprehension of communication with professors.
ContributorsMcconnaughy, Ryan Michael (Author) / Adame, Bradley (Thesis director) / Franks, Tara (Committee member) / Bernard, Daniel (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of Social and Behavioral Sciences (Contributor) / Hugh Downs School of Human Communication (Contributor)
Created2015-05
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Toxic Oligomeric Variants of TDP-43 May Contribute to Cognitive Deficits Secondary to Diffuse Experimental TBI

Description
Traumatic Brain Injury (TBI) affects approximately two million people on an annual basis and increases the frequency and onset of Alzheimer’s disease (AD) and other related dementias (ADRDs). Mechanical damage and shearing of neuronal axons are thought to be responsible for producing toxic variants of proteins that contribute to disease…

Traumatic Brain Injury (TBI) affects approximately two million people on an annual basis and increases the frequency and onset of Alzheimer’s disease (AD) and other related dementias (ADRDs). Mechanical damage and shearing of neuronal axons are thought to be responsible for producing toxic variants of proteins that contribute to disease pathology. Specifically, the tau, beta amyloid, alpha-synuclein, and TAR-binding DNA Protein-43 (TDP-43) variants contribute to the heterogenous pathology mechanisms of neurodegenerative diseases. The Sierks lab at Arizona State University has aimed to study how these protein variants collectively interact to contribute to pathologies characteristic of AD/ADRDs. This study focuses on the accumulation of toxic oligomeric variants of TDP-43 secondary to TBI. The first aim of this study was to identify the protein variant fingerprint as a function time following experimental diffuse TBI. The second aim was to investigate if toxic variants of TDP-43 were associated with cognitive and motor functional deficits. C57BL/6 mice were subjected to a single or repetitive diffuse TBI via midline fluid percussion injury or a control surgery (sham). Post-injury, mice were evaluated for cognitive performance, sensorimotor function, and depressive-like behavior at 7-, 14-, and 28-days post-injury. Tissue was collected for immunohistochemistry and stained for ADTDP-3, a single chain antibody variable fragment (ScFv) which binds to toxic variants of TDP-43 in amyotrophic lateral sclerosis (ALS) and AD tissue. A one-way analysis of variance (ANOVA) was performed to compare staining intensity across various brain regions. Subsequently, a Pearson correlation was performed to compare behavioral task performance to staining intensity by brain region for each injury group. There were significantly elevated levels of ADTDP3 binding in all regions except for the hippocampus, and there was a significant correlation between the cortex staining intensity vs the cognitive behavior test at 7 days post-injury. There was also a significant correlation between the thalamus staining intensity and sensorimotor test at 7 days post-injury. These findings support the hypothesis that the accumulation of toxic variants of TDP-43 can contribute to neurodegenerative pathology and loss of function. These variants also may contribute to behavioral deficits secondary to diffuse TBI.
ContributorsAftab, Umar Syed (Author) / Sierks, Michael R (Thesis advisor) / Rowe, Rachel K (Thesis advisor) / Newbern, Jason M (Committee member) / Arizona State University (Publisher)
Created2021