Evaluation of the errorless learning technique in children with traumatic brain injury
Julie Landis1, Gerri Hanten, Harvey S Levin
1Department of Educational Psychology, University of Houston, Houston, TX 77204, USA. jalandis@uh.edu
Objective:
To compare errorless learning with trial-and-error (T&E) learning of declarative facts in children with memory disorders secondary to traumatic brain injury (TBI).
Design:
Retrospective within-subjects concurrent treatment design.
Setting:
Participants' school or home.
Participants:
Thirty-four children, ages 6 to 18 years, with mild, moderate, or severe postacute TBI who met criteria for memory impairment.
Intervention:
Conditions consisted of an errorless learning method and a T&E method. Within a session, half the items were taught with the errorless learning method and half with the T&E method. Each child received two 1-hour sessions a week for 7 weeks.
Main Outcome Measures:
Relative effectiveness of errorless learning and T&E methods for (1) initial learning and (2) retention over time for learned items.
Results:
There was an advantage for T&E on initial learning. In children with mild, but not moderate or severe TBI, 2-day retention was better with the errorless learning technique; 7-day retention was better with errorless learning in young children with mild TBI. Seventy-seven-day retention revealed an advantage for errorless learning in younger children with severe TBI.
Conclusions:
Findings did not support errorless learning as a generalized intervention for learning difficulties after TBI or identify specific age- or injury-severity groups that benefited from this technique.
