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 H. K., Griffin, Janelle, Schmidt, Julia, Lane-Brown, Amanda, Kendall, Melissa and Chevignard, Mathilde (2013) Comparison of error-based and errorless learning for people with severe traumatic brain injury: Study protocol for a randomized control trial. Trials, 14 1: 369.1-369.8. doi:10.1186/1745-6215-14-369


Author Ownsworth, Tamara
Fleming, Jennifer
Tate, Robyn
Shum, David H. K.
Griffin, Janelle
Schmidt, Julia
Lane-Brown, Amanda
Kendall, Melissa
Chevignard, Mathilde
Title Comparison of error-based and errorless learning for people with severe traumatic brain injury: Study protocol for a randomized control trial
Journal name Trials   Check publisher's open access policy
ISSN 1745-6215
Publication date 2013-10-05
Year available 2013
Sub-type Article (original research)
DOI 10.1186/1745-6215-14-369
Open Access Status DOI
Volume 14
Issue 1
Start page 369.1
End page 369.8
Total pages 9
Place of publication London, United Kingdom
Publisher BioMed Central Ltd.
Language eng
Subject 2701 Medicine (miscellaneous)
2736 Pharmacology (medical)
Abstract 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.
Keyword Brain injury
Functional activities
Metacognition
Randomized controlled trial
Rehabilitation
Self-awareness
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Health and Rehabilitation Sciences Publications
 
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