TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions

Area of Science:

• Neuroscience
• Cognitive Rehabilitation
• Learning Sciences

Background:

• Traumatic brain injury (TBI) often results in severe memory and executive function impairments.
• Acquiring new skills is challenging for individuals with these cognitive deficits.
• Effective instructional strategies are crucial for improving functional independence after TBI.

Purpose of the Study:

• To evaluate the efficacy of a novel instructional package (TEACH-M) for teaching multi-step procedures.
• To assess the learning and retention capabilities of individuals with severe cognitive impairments post-TBI.
• To determine if the TEACH-M package facilitates skill acquisition in this population.

Main Methods:

• A multiple baseline across participants design was employed.
• Four participants (2 male, 2 female, aged 36-58) with TBI learned a 7-step email task.
• The TEACH-M instructional package served as the intervention, with correct steps learned as the dependent variable.

Main Results:

• The intervention demonstrated replicable treatment effects across all participants.
• Skill acquisition was maintained at 30 days post-intervention.
• Generalization and social validity data supported the effectiveness of the TEACH-M program.

Conclusions:

• Individuals with severe cognitive impairments resulting from TBI can successfully learn new, complex skills.
• The TEACH-M instructional package shows promise as a rehabilitation tool.
• Future research should explore the application of TEACH-M to other multi-step procedures in TBI recovery.