dc.contributor.author | Ownsworth, Tamara | |
dc.contributor.author | Fleming, Jennifer | |
dc.contributor.author | Tate, Robyn | |
dc.contributor.author | Beadle, Elizabeth | |
dc.contributor.author | Griffin, Janelle | |
dc.contributor.author | Kendall, Melissa | |
dc.contributor.author | Schmidt, Julia | |
dc.contributor.author | Lane-Brown, Amanda | |
dc.contributor.author | Chevignard, Mathilde | |
dc.contributor.author | Shum, David HK | |
dc.date.accessioned | 2018-03-08T05:29:10Z | |
dc.date.available | 2018-03-08T05:29:10Z | |
dc.date.issued | 2017 | |
dc.identifier.issn | 1545-9683 | |
dc.identifier.doi | 10.1177/1545968317740635 | |
dc.identifier.uri | http://hdl.handle.net/10072/370800 | |
dc.description.abstract | Background. Errorless learning (ELL) and error-based learning (EBL) are commonly used approaches to rehabilitation
for people with traumatic brain injury (TBI). However, it is unknown whether making errors is beneficial in the learning
process to promote skills generalization after severe TBI. Objective. To compare the efficacy of ELL and EBL for improving
skills generalization, self-awareness, behavioral competency, and psychosocial functioning after severe TBI. Method. A total
of 54 adults (79% male; mean age = 38.0 years, SD = 13.4) with severe TBI were randomly allocated to ELL or EBL and
received 8 × 1.5-hour therapy sessions that involved meal preparation and other goal-directed activities. The primary
outcome was total errors on the Cooking Task (near-transfer). Secondary outcome measures included the Zoo Map
Test (far-transfer), Awareness Questionnaire, Patient Competency Rating Scale, Sydney Psychosocial Reintegration Scale,
and Care and Needs Scale. Results. Controlling for baseline performance and years of education, participants in the EBL
group made significantly fewer errors at postintervention (mean = 36.25; 95% CI = 32.5-40.0) than ELL participants (mean
= 42.57; 95% CI = 38.8-46.3). EBL participants also demonstrated greater self-awareness and behavioral competency at
postintervention than ELL participants (P < .05). There were no significant differences on other secondary outcomes (P >
.05), or at the 6-month follow-up assessment. Conclusion. EBL was found to be more effective than ELL for enhancing skills
generalization on a task related to training and improving self-awareness and behavioral competency. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Sage Publications | |
dc.relation.ispartofpagefrom | 1072 | |
dc.relation.ispartofpageto | 1082 | |
dc.relation.ispartofissue | 12 | |
dc.relation.ispartofjournal | Neurorehabilitation and Neural Repair | |
dc.relation.ispartofvolume | 31 | |
dc.subject.fieldofresearch | Clinical sciences | |
dc.subject.fieldofresearch | Neurosciences | |
dc.subject.fieldofresearch | Cognitive and computational psychology | |
dc.subject.fieldofresearch | Cognition | |
dc.subject.fieldofresearchcode | 3202 | |
dc.subject.fieldofresearchcode | 3209 | |
dc.subject.fieldofresearchcode | 5204 | |
dc.subject.fieldofresearchcode | 520401 | |
dc.title | Do People With Severe Traumatic Brain Injury Benefit From Making Errors? A Randomized Controlled Trial of Error-Based and Errorless Learning | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dc.description.version | Accepted Manuscript (AM) | |
gro.faculty | Griffith Health, School of Applied Psychology | |
gro.rights.copyright | Ownsworth et al, Do People With Severe Traumatic Brain Injury Benefit From Making Errors? A Randomized Controlled Trial of Error-Based and Errorless Learning, Neurorehabilitation and Neural Repair, Vol. 31(12) 1072–1082, 2017. Copyright 2017 The Authors. Reprinted by permission of SAGE Publications. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Ownsworth, Tamara | |