Affiliations: [a] Department of Physical Therapy, College of Health Professions, Thomas Jefferson University, Philadelphia, PA, USA | [b] Institute for Physical Therapy Education, Widener University, Chester, PA, USA | [c] MossRehab Hospital, Philadelphia, PA, USA
Correspondence:
[*]
Address for correspondence: Julie Mount, PhD, Suite 830 Edison Bldg., 130 South 9th Street, Thomas Jefferson University, Philadelphia, PA 19107, USA. Tel.: +1 215 503 6017; Fax: +1 215 503 3499; E-mail: julie.mount@jefferson.edu
Abstract: Objective:To compare the effectiveness of errorless learning versus trial and error learning for teaching activities of daily living to patients with acute stroke with or without explicit memory impairments. Design:Randomized crossover. Setting:Rehabilitation hospital. Participants:Thirty-three adult subjects following an acute stroke. Intervention:Subjects were taught to prepare a wheelchair for a transfer and to put on a sock with a sock-donner. Tasks were taught using errorless learning or trial and error learning. Explicit memory was assessed using the Neurobehavioral Cognitive Status Exam. Main Outcome Measures:Days until subject was able to demonstrate retention of the task, and success or failure at carry-over to a similar task. Results:No significant differences were found in days to retention for either functional task when taught using errorless learning or trial and error learning in subjects with or without explicit memory impairments. Carry-over was significantly better when trial and error learning was used for learning sock donning. Conclusions:When choosing the best learning method for patients undergoing rehabilitation for stroke, the nature of the task should be considered. Additional research is needed to identify the best approach for teaching activities of daily living and facilitating carry-over of learning in individuals with acute stroke.
Keywords: Cerebrovascular accident, errorless learning, activities of daily living, rehabilitation
