Show simple item record

dc.contributor.authorOwnsworth, Tamara
dc.contributor.authorFleming, Jennifer
dc.contributor.authorTate, Robyn
dc.contributor.authorBeadle, Elizabeth
dc.contributor.authorGriffin, Janelle
dc.contributor.authorKendall, Melissa
dc.contributor.authorSchmidt, Julia
dc.contributor.authorLane-Brown, Amanda
dc.contributor.authorChevignard, Mathilde
dc.contributor.authorShum, David HK
dc.date.accessioned2018-03-08T05:29:10Z
dc.date.available2018-03-08T05:29:10Z
dc.date.issued2017
dc.identifier.issn1545-9683
dc.identifier.doi10.1177/1545968317740635
dc.identifier.urihttp://hdl.handle.net/10072/370800
dc.description.abstractBackground. 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.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications
dc.relation.ispartofpagefrom1072
dc.relation.ispartofpageto1082
dc.relation.ispartofissue12
dc.relation.ispartofjournalNeurorehabilitation and Neural Repair
dc.relation.ispartofvolume31
dc.subject.fieldofresearchCognitive Sciences not elsewhere classified
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchNeurosciences
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode170299
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1109
dc.subject.fieldofresearchcode1702
dc.titleDo People With Severe Traumatic Brain Injury Benefit From Making Errors? A Randomized Controlled Trial of Error-Based and Errorless Learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith Health, School of Applied Psychology
gro.rights.copyrightOwnsworth 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.hasfulltextFull Text
gro.griffith.authorShum, David
gro.griffith.authorKendall, Melissa B.
gro.griffith.authorOwnsworth, Tamara
gro.griffith.authorBeadle, Elizabeth J.
gro.griffith.authorGriffin, Janelle


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record