Article

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 x 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.

Langue : ANGLAIS