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Evaluation of the Errorless Learning Technique in Children With Traumatic Brain Injury

2006; Elsevier BV; Volume: 87; Issue: 6 Linguagem: Inglês

10.1016/j.apmr.2006.02.017

1532-821X

Julie Landis, Gerri Hanten, Harvey S. Levin, Xiaoqi Li, Linda Ewing‐Cobbs, Jackie Duron, Walter M. High,

Infant Development and Preterm Care

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.