Following severe cerebrovascular accidents, patients are often unable to dress themselves. Little is known about the persistence and treatment of this impairment. followed 23 patients who were (1) completely dependent on others for help with dressing (2) for two weeks continually until their discharge from the rehabilitation unit. a randomized controlled trial of 24 patients, examined the effects of errorless learning and RehaGoal App-based dressing practice on recovery in dressing ability-impaired patients who also experienced visuospatial neglect and/or apraxia. The control and intervention groups both underwent a standard therapy in the rehab unit; the intervention group additionally received dressing training (seven sessions of 45 min). The primary outcome measure was the score on an adapted version of the Nottingham Stroke Dressing Assessment; secondary outcome measures were the Barthel Index and Functional Independence Measure. Less than one-third of the patients in , showed improvement. In , the intervention produced no specific effect on patients' dressing ability. However, apraxia and neglect predicted improvement for both groups. If patients depend completely on assistance for dressing for two weeks, prospects for recovery are limited. Future studies should include additional intervention sessions and incorporate treatments for neglect or apraxia.
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http://dx.doi.org/10.1080/23279095.2022.2090839 | DOI Listing |
OTJR (Thorofare N J)
December 2024
University of Toronto, Toronto, Ontario, Canada.
Background: Errorless learning is an intervention technique used in acquired brain injury (ABI) rehabilitation. To support the use of this intervention within occupational therapy practice, it is important to know how errorless learning has been applied to (re)train daily functions.
Objectives: To describe the empirical literature on errorless learning applied to everyday functioning in adults with ABI.
Brain Behav
December 2024
Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Tehran, Iran.
Purpose: The aim of the current study was to compare implicit learning methods with an emphasis on the external focus of attention on bowling skill in autistic children.
Method: Twenty children with autism spectrum disorder (ASD) were selected. After the participants were randomly divided into two groups, the pretest was performed, evaluating the participants both quantitatively (score of bowling pins falling) and qualitatively (TGMD3 subscale test of underhand ball throwing).
Cogn Sci
November 2024
Department of Psychological and Brain Sciences, Indiana University.
For both adults and children, learning from one's mistakes (error-based learning) has been shown to be advantageous over avoiding errors altogether (errorless learning) in pedagogical settings. However, it remains unclear whether this advantage carries over to nonpedagogical settings in children, who mostly learn language in such settings. Using irregular plurals (e.
View Article and Find Full Text PDFBehav Anal Pract
September 2024
Behavior Development Solutions, Bonita Springs, FL USA.
In 1990, Ogden R. Lindsley served as guest faculty for Ohio State University's Teleconference on applied behavior analysis. He captivated students and faculty with tales of his personal journey from experiences during World War II to studying under B.
View Article and Find Full Text PDFNeuropsychol Rehabil
August 2024
Faculty of Social Work, Ostfalia University of Applied Science, Wolfenbüttel, Germany.
Individuals with intellectual disabilities often fail to learn complex tasks. Modified Goal Management Training (mGMT) or Errorless Learning combined with assistive technology (App + EL) can help. The goal is to demonstrate the effectiveness of mGMT and/or App + EL in learning complex tasks.
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