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Lyn Turkstra, PhD

Full Member of ARiEAL


Professor, School of Rehabilitation Science, McMaster University

Assistant Dean, Speech-Language Pathology Program, School of Rehabilitation Science, McMaster University

Institute for Applied Health Sciences, Room 403G, McMaster University
1400 Main Street West

Email: turkstrl@mcmaster.ca

Office Phone: (905) 525-9140 x28648

 

Dr. Turkstra is Assistant Dean and Professor of Speech-Language Pathology in the School of Rehabilitation Sciences, a faculty member in the Graduate Neuroscience Program at McMaster. Dr. Turkstra is a speech-language pathologist by training, and her research focuses on links between cognitive function and social communication in individuals with acquired brain injury. She conducts both experimental and translational research on communication in adolescents and adults, and collaborates on development of practice standards to translate research findings into improved clinical practice. Dr. Turkstra is an author on over 100 peer-reviewed publications, including evidence-based practice guidelines for intervention in acquired brain injury. 



Representative Publications

Turkstra, L.S., Mutlu, B., Ryan, C.W., Despins Stafslien, E.H., Richmond, E.K., Hosokawa, E. & Duff, M.C. (2020). Sex and gender differences in emotion recognition and Theory of Mind after TBI: A narrative review and directions for future research. Frontiers in Neurology, 11, 59. https://doi.org/10.3389/fneur.2020.00059

Flynn, M.A., Rigon, A., Kornfield, R., Mutlu, B., Duff, M.C., Turkstra, L.S. (2019). Characterizing computer-mediated communication, friendship, and social participation in adults with traumatic brain injury. Brain Injury, 33(8), 1097-1104.

Hart, T., Dijkers, M.P., Whyte, J., Turkstra, L.S., et al. (2019). A Theory-Driven System for the Specification of Rehabilitation Treatments. Archives of Physical Medicine and Rehabilitation, 100, 172-80.

Mutlu, B., Duff, M. & Turkstra, L. (2019) Social-cue perception and mentalizing ability following traumatic brain injury: A human-robot interaction study. Brain Injury, 33, 23-31.

Norman RS, Shah MN, Turkstra LS. (2019). Language Comprehension After Mild Traumatic Brain Injury: The Role of Speed. American Journal of Speech-Language Pathology, 28(4), 1479-1490.

Mueller, K. D., Koscik, R. L., Hermann, B. P., Johnson, S. C., & Turkstra, L. S. (2018). Declines in Connected Language Are Associated with Very Early Mild Cognitive Impairment: Results from the Wisconsin Registry for Alzheimer’s Prevention. Frontiers in Aging Neuroscience, 9(January), 1–14. http://doi.org/10.3389/fnagi.2017.00437

Turkstra, L. S., Norman, R. S., Mutlu, B., & Duff, M. C. (2018). Impaired theory of mind in adults with traumatic brain injury: A replication and extension of findings. Neuropsychologia, 111, 117–122. http://doi.org/10.1016/j.neuropsychologia.2018.01.016

Byom, L., & Turkstra, L. S. (2017). Cognitive task demands and discourse performance after traumatic brain injury. International Journal of Language & Communication Disorders, 52(4), 501–513. http://doi.org/10.1111/1460-6984.12289

Despins, E. H., Turkstra, L. S., Struchen, M. A., & Clark, A. N. (2016). Sex-based differences in perceived pragmatic communication ability of adults with traumatic brain injury. Archives of Physical Medicine and Rehabilitation, 97(2), S26–S32. http://doi.org/10.1016/j.apmr.2014.06.023

Turkstra, L. S., Clark, A., Burgess, S., & Hengst, J. (2016). Pragmatic communication abilities in children and adults: implications for rehabilitation professionals. Disability and Rehabilitation, https://doi.org/10.1080/09638288.2016.1212113

Turkstra, L. S. (2016). Rehabilitation for Adults with Traumatic Brain Injury: Where Will We Be Clinically in 2026? Seminars in Speech and Language, 37(3), 225–227. https://doi.org/10.1055/s-0036-1584153

Turkstra, L. S., Norman, R., Whyte, J., Dijkers, M., & Hart, T. (2015). Knowing What We’re Doing: Why Specification of Treatment Methods Is Critical for Evidence-Based Practice in Speech-Language Pathology. American Journal of Speech-Language Pathology, 25, 164–171. https://doi.org/10.1044/2015_AJSLP-15-0060

Turkstra, L. S., Politis, A. M., & Forsyth, R. (2015). Cognitive-communication disorders in children with traumatic brain injury. Developmental Medicine and Child Neurology, 57(3), 217–222. https://doi.org/10.1111/dmcn.12600

Turkstra, L. S., Abbeduto, L., & Meulenbroek, P. (2014). Social cognition in adolescent girls with fragile X syndrome. American Journal on Intellectual and Developmental Disabilities, 119(4), 319–339. https://doi.org/10.1352/1944-7558-119.4.319

Turkstra, L. S. (2013). Inpatient Cognitive Rehabilitation: Is It Time for a change? Journal of Head Trauma Rehabilitation, 28(4), 332–336. https://doi.org/10.1097/HTR.0b013e31828b4f3f

Turkstra, L. S., Quinn-Padron, M., Johnson, J. E., Workinger, M. S., & Antoniotti, N. (2012). In-person versus telehealth assessment of discourse ability in adults with traumatic brain injury. The Journal of Head Trauma Rehabilitation, 27(6), 424–32. https://doi.org/10.1097/HTR.0b013e31823346fc

Turkstra, L. S. (2008). Conversation-based assessment of social cognition in adults with traumatic brain injury. Brain Injury, 22(5), 397–409. https://doi.org/10.1080/02699050802027059

Turkstra, L. S., Williams, W. H., Tonks, J., & Frampton, I. (2008). Measuring social cognition in adolescents: implications for students with TBI returning to school. NeuroRehabilitation, 23(6), 501–9. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19127003

Turkstra, L. S. (2005). Looking While Listening and Speaking. Journal of Speech, Language, and Hearing Research, 48, 1429–1441.


Current Graduate Students / Postdoctoral Fellows

  • , PhD Student, Department of Communication Sciences & Disorders, University of Wisconsin-Madison
  • Fiona Campbell, PhD Student, School of Rehabilitation Science, McMaster University 
  • PhD Student, School of Rehabilitation Science, McMaster University