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This article is part of a llllncs of reports from a committee charged with dQVcloping evidence-based practice lEBP) guidelines for rehnbihteticn of cognitivc-cQlnmunication deficits following traumatic brain injury (TBn. We examine the literature for evidence of the erteeuvecess of direct attention training to treat attention hnllainncntil following TBI. Evidence is gleaned from the outcomes of nine Class I and Ctaee 11 studies that span intervention from acute to outpatient rehabilitation. Hcsultll and diecuaaion are or, g" anizcd using five key questions aa a mechanism to review the research to determine if the upprcach, outcomes, anti associated recommendations warrant II change in clinical practice. The key questions are: Who life the participan\.! l who received the intervention? What comprises the attention trai ning? What are the outcomes of tilt" interveutien? Are there methodological concerns'!~ there clinically< tpflhcable trends IIC TOSS different attention remediation studies? The complexities nnd difficulties inher-em in implementing clinical trialli. with the heterogeneous TBI population are discussed. The article concludes with treatment guidelines and eptlcos suppo rted by the research review, Future eeaeareh needs arc highlighted.

In recent years, the leadership of the Academy of Neurologic Communication Disorders and Sci-ences (A.. NCDS), the American Speech-Language-Hearing Association (ASHA), the Special Interest Division 2 (SID 2-Neurophysiology and Neuro-genic Speech and Language Disorders) of ASHA, and the Veterans Administration recognized the trend toward referencing research evidence to sup-port clinical decision …