TY - JOUR
T1 - Evaluation of the Errorless Learning Technique in Children With Traumatic Brain Injury
AU - Landis, Julie
AU - Hanten, Gerri
AU - Levin, Harvey S.
AU - Li, Xiaoqi
AU - Ewing-Cobbs, Linda
AU - Duron, Jackie
AU - High, Walter M.
N1 - Funding Information: Supported by the National Institute on Disability and Rehabilitation Research (grant no. H133B990014-01).
PY - 2006/6
Y1 - 2006/6
N2 - Landis J, Hanten G, Levin HS, Li X, Ewing-Cobbs L, Duron J, High WM Jr. Evaluation of the errorless learning technique in children with traumatic brain injury. Objective: To compare errorless learning with trial-and-error (T&E) learning of declarative facts in children with memory disorders secondary to traumatic brain injury (TBI). Design: Retrospective within-subjects concurrent treatment design. Setting: Participants' school or home. Participants: Thirty-four children, ages 6 to 18 years, with mild, moderate, or severe postacute TBI who met criteria for memory impairment. Intervention: Conditions consisted of an errorless learning method and a T&E method. Within a session, half the items were taught with the errorless learning method and half with the T&E method. Each child received two 1-hour sessions a week for 7 weeks. Main Outcome Measures: Relative effectiveness of errorless learning and T&E methods for (1) initial learning and (2) retention over time for learned items. Results: There was an advantage for T&E on initial learning. In children with mild, but not moderate or severe TBI, 2-day retention was better with the errorless learning technique; 7-day retention was better with errorless learning in young children with mild TBI. Seventy-seven-day retention revealed an advantage for errorless learning in younger children with severe TBI. Conclusions: Findings did not support errorless learning as a generalized intervention for learning difficulties after TBI or identify specific age- or injury-severity groups that benefited from this technique.
AB - Landis J, Hanten G, Levin HS, Li X, Ewing-Cobbs L, Duron J, High WM Jr. Evaluation of the errorless learning technique in children with traumatic brain injury. Objective: To compare errorless learning with trial-and-error (T&E) learning of declarative facts in children with memory disorders secondary to traumatic brain injury (TBI). Design: Retrospective within-subjects concurrent treatment design. Setting: Participants' school or home. Participants: Thirty-four children, ages 6 to 18 years, with mild, moderate, or severe postacute TBI who met criteria for memory impairment. Intervention: Conditions consisted of an errorless learning method and a T&E method. Within a session, half the items were taught with the errorless learning method and half with the T&E method. Each child received two 1-hour sessions a week for 7 weeks. Main Outcome Measures: Relative effectiveness of errorless learning and T&E methods for (1) initial learning and (2) retention over time for learned items. Results: There was an advantage for T&E on initial learning. In children with mild, but not moderate or severe TBI, 2-day retention was better with the errorless learning technique; 7-day retention was better with errorless learning in young children with mild TBI. Seventy-seven-day retention revealed an advantage for errorless learning in younger children with severe TBI. Conclusions: Findings did not support errorless learning as a generalized intervention for learning difficulties after TBI or identify specific age- or injury-severity groups that benefited from this technique.
KW - Brain injuries
KW - Pediatrics
KW - Rehabilitation
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U2 - https://doi.org/10.1016/j.apmr.2006.02.017
DO - https://doi.org/10.1016/j.apmr.2006.02.017
M3 - Article
C2 - 16731215
SN - 0003-9993
VL - 87
SP - 799
EP - 805
JO - Archives of physical medicine and rehabilitation
JF - Archives of physical medicine and rehabilitation
IS - 6
ER -