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Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial

BACKGROUND: Poor skills generalization poses a major barrier to successful outcomes of rehabilitation after traumatic brain injury (TBI). Error-based learning (EBL) is a relatively new intervention approach that aims to promote skills generalization by teaching people internal self-regulation skills...

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Autores principales: Ownsworth, Tamara, Fleming, Jennifer, Tate, Robyn, Shum, David HK, Griffin, Janelle, Schmidt, Julia, Lane-Brown, Amanda, Kendall, Melissa, Chevignard, Mathilde
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2013
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4228339/
https://www.ncbi.nlm.nih.gov/pubmed/24192067
http://dx.doi.org/10.1186/1745-6215-14-369
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author Ownsworth, Tamara
Fleming, Jennifer
Tate, Robyn
Shum, David HK
Griffin, Janelle
Schmidt, Julia
Lane-Brown, Amanda
Kendall, Melissa
Chevignard, Mathilde
author_facet Ownsworth, Tamara
Fleming, Jennifer
Tate, Robyn
Shum, David HK
Griffin, Janelle
Schmidt, Julia
Lane-Brown, Amanda
Kendall, Melissa
Chevignard, Mathilde
author_sort Ownsworth, Tamara
collection PubMed
description BACKGROUND: Poor skills generalization poses a major barrier to successful outcomes of rehabilitation after traumatic brain injury (TBI). Error-based learning (EBL) is a relatively new intervention approach that aims to promote skills generalization by teaching people internal self-regulation skills, or how to anticipate, monitor and correct their own errors. This paper describes the protocol of a study that aims to compare the efficacy of EBL and errorless learning (ELL) for improving error self-regulation, behavioral competency, awareness of deficits and long-term outcomes after TBI. METHODS/DESIGN: This randomized, controlled trial (RCT) has two arms (EBL and ELL); each arm entails 8 × 2 h training sessions conducted within the participants’ homes. The first four sessions involve a meal preparation activity, and the final four sessions incorporate a multitasking errand activity. Based on a sample size estimate, 135 participants with severe TBI will be randomized into either the EBL or ELL condition. The primary outcome measure assesses error self-regulation skills on a task related to but distinct from training. Secondary outcomes include measures of self-monitoring and self-regulation, behavioral competency, awareness of deficits, role participation and supportive care needs. Assessments will be conducted at pre-intervention, post-intervention, and at 6-months post-intervention. DISCUSSION: This study seeks to determine the efficacy and long-term impact of EBL for training internal self-regulation strategies following severe TBI. In doing so, the study will advance theoretical understanding of the role of errors in task learning and skills generalization. EBL has the potential to reduce the length and costs of rehabilitation and lifestyle support because the techniques could enhance generalization success and lifelong application of strategies after TBI. TRIAL REGISTRATION: ACTRN12613000585729.
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spelling pubmed-42283392014-11-13 Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial Ownsworth, Tamara Fleming, Jennifer Tate, Robyn Shum, David HK Griffin, Janelle Schmidt, Julia Lane-Brown, Amanda Kendall, Melissa Chevignard, Mathilde Trials Study Protocol BACKGROUND: Poor skills generalization poses a major barrier to successful outcomes of rehabilitation after traumatic brain injury (TBI). Error-based learning (EBL) is a relatively new intervention approach that aims to promote skills generalization by teaching people internal self-regulation skills, or how to anticipate, monitor and correct their own errors. This paper describes the protocol of a study that aims to compare the efficacy of EBL and errorless learning (ELL) for improving error self-regulation, behavioral competency, awareness of deficits and long-term outcomes after TBI. METHODS/DESIGN: This randomized, controlled trial (RCT) has two arms (EBL and ELL); each arm entails 8 × 2 h training sessions conducted within the participants’ homes. The first four sessions involve a meal preparation activity, and the final four sessions incorporate a multitasking errand activity. Based on a sample size estimate, 135 participants with severe TBI will be randomized into either the EBL or ELL condition. The primary outcome measure assesses error self-regulation skills on a task related to but distinct from training. Secondary outcomes include measures of self-monitoring and self-regulation, behavioral competency, awareness of deficits, role participation and supportive care needs. Assessments will be conducted at pre-intervention, post-intervention, and at 6-months post-intervention. DISCUSSION: This study seeks to determine the efficacy and long-term impact of EBL for training internal self-regulation strategies following severe TBI. In doing so, the study will advance theoretical understanding of the role of errors in task learning and skills generalization. EBL has the potential to reduce the length and costs of rehabilitation and lifestyle support because the techniques could enhance generalization success and lifelong application of strategies after TBI. TRIAL REGISTRATION: ACTRN12613000585729. BioMed Central 2013-11-05 /pmc/articles/PMC4228339/ /pubmed/24192067 http://dx.doi.org/10.1186/1745-6215-14-369 Text en Copyright © 2013 Ownsworth et al.; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Study Protocol
Ownsworth, Tamara
Fleming, Jennifer
Tate, Robyn
Shum, David HK
Griffin, Janelle
Schmidt, Julia
Lane-Brown, Amanda
Kendall, Melissa
Chevignard, Mathilde
Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
title Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
title_full Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
title_fullStr Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
title_full_unstemmed Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
title_short Comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
title_sort comparison of error-based and errorless learning for people with severe traumatic brain injury: study protocol for a randomized control trial
topic Study Protocol
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4228339/
https://www.ncbi.nlm.nih.gov/pubmed/24192067
http://dx.doi.org/10.1186/1745-6215-14-369
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