Ownsworth Tamara, Fleming Jennifer, Tate Robyn, Shum David H K, Griffin Janelle, Schmidt Julia, Lane-Brown Amanda, Kendall Melissa, Chevignard Mathilde
School of Applied Psychology and Behavioural Basis of Health Program, Griffith Health Institute, Griffith University, Mt Gravatt 4122, Australia.
Trials. 2013 Nov 5;14:369. doi: 10.1186/1745-6215-14-369.
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.
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.
ACTRN12613000585729.
技能泛化能力差是创伤性脑损伤（TBI）后康复取得成功结果的主要障碍。基于错误的学习（EBL）是一种相对较新的干预方法，旨在通过教授人们内部自我调节技能，即如何预测、监控和纠正自己的错误，来促进技能泛化。本文描述了一项研究方案，旨在比较EBL和无错误学习（ELL）在改善TBI后错误自我调节、行为能力、缺陷意识和长期结果方面的疗效。
方法/设计：这项随机对照试验（RCT）有两个组（EBL和ELL）；每组包括在参与者家中进行的8次，每次2小时的训练课程。前四次课程涉及 meal preparation 活动，最后四次课程包含多任务差事活动。根据样本量估计，135名重度TBI参与者将被随机分为EBL组或ELL组。主要结局指标评估与训练相关但不同的任务上的错误自我调节技能。次要结局包括自我监控和自我调节、行为能力、缺陷意识、角色参与和支持性护理需求的测量。评估将在干预前、干预后和干预后6个月进行。
本研究旨在确定EBL对重度TBI后训练内部自我调节策略的疗效和长期影响。通过这样做，该研究将推进对错误在任务学习和技能泛化中作用的理论理解。EBL有可能减少康复和生活方式支持的时长和成本，因为这些技术可以提高TBI后策略的泛化成功率和终身应用。
ACTRN12613000585729。
