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Robert Paul Liberman - One of the best experts on this subject based on the ideXlab platform.
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extensions of errorless learning for social problem solving deficits in schizophrenia
American Journal of Psychiatry, 2005Co-Authors: Robert S Kern, Sharon S Mitchell, Alex Kopelowicz, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Objective: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching Entry-Level Job tasks. However, errorless learning’s applicability to broader, more complex functions is unknown. The present study tested the extension of errorless learning for deficits in social problem-solving skills in patients with schizophrenia. Method: Sixty clinically stable outpatients with schizophrenia or schizoaffective disorder were stratified by gender and level of memory impairment before being randomly assigned to one of two training programs: errorless learning or symptom management. Groups were matched for training time, format and structure of training, and types of teaching aids used. Social problem-solving ability, measured by the Assessment of Interpersonal Problem-Solving Skills, was assessed at baseline, within 2 days of training completion, and after 3 months. Dependent measures were the scores for the receiving, processing, and sending skills areas from the Assessment of Interpersonal Problem-Solving Skills. Results: A repeated-measures analysis of covariance was conducted for each dependent measure with baseline Assessment of Interpersonal Problem-Solving Skills score entered as a covariate. For all three skills, there was a significant training group effect favoring errorless learning. Durability of errorless learning training effects extended to the 3-month follow-up assessment for processing and sending skills but not receiving skills. Conclusions: Results support the extension of errorless learning to complex functions such as social problem-solving skills in the rehabilitation of persons with schizophrenia.
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does errorless learning compensate for neurocognitive impairments in the work rehabilitation of persons with schizophrenia
Psychological Medicine, 2003Co-Authors: Robert S Kern, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Background. Because neurocognitive impairments of schizophrenia appear to be ‘rate limiting’ in the acquisition of skills for community functioning, it is important to develop efficacious rehabilitative interventions that can compensate for these impairments. Procedures based on errorless learning may facilitate work rehabilitation because they effectively automate training of work and other skills, thereby reducing the cognitive burden on persons with schizophrenia. Method. The present study examined the ability of a training method based on errorless learning to compensate for neurocognitive deficits in teaching two Entry-Level Job tasks (index card filing and toilet-tank assembly) to a sample of 54 unemployed, clinically stable schizophrenic and schizoaffective disorder out-patients. Participants were randomly assigned to one of two training groups, errorless learning v . conventional trial-and-error type instruction. Prior to randomization, all subjects were administered a neurocognitive battery. Job task performance was assessed by percentage accuracy scores immediately after training. Results. For three of the six inter-relationships among neurocognitive functioning and training condition, the pattern was the same: the errorless learning group scored high in Job task performance regardless of neurocognitive impairment, whereas the conventional instruction group showed a close correspondence between Job task performance and degree of neurocognitive impairment. Conclusions. These findings support errorless learning as a technique that can compensate for neurocognitive deficits as they relate to the acquisition of new skills and abilities in the work rehabilitation of persons with schizophrenia.
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applications of errorless learning for improving work performance in persons with schizophrenia
American Journal of Psychiatry, 2002Co-Authors: Robert S Kern, Alex Kopelowicz, Robert Paul Liberman, Jim Mintz, Michael F. GreenAbstract:OBJECTIVE: Until recently, few training methods used in the psychosocial rehabilitation of persons with schizophrenia have taken into account the neurocognitive deficits common to this illness. The present study tested a training method called errorless learning (which theoretically compensates for neurocognitive impairments) for efficacy at teaching Entry-Level Job tasks to persons with serious and persistent mental illness. METHOD: Sixty-five unemployed, clinically stable outpatients with schizophrenia or schizoaffective disorder were randomly assigned to training by means of either errorless learning or conventional instruction for two Entry-Level Job tasks (index card filing and toilet tank assembly). Training was conducted in small groups of four subjects for 90–120 minutes in a simulated workshop. Efficacy—as measured by accuracy, speed, and overall productivity—was assessed immediately after training and at a 3-month follow-up evaluation. RESULTS: Significant group differences in accuracy that favo...
Robert S Kern - One of the best experts on this subject based on the ideXlab platform.
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extensions of errorless learning for social problem solving deficits in schizophrenia
American Journal of Psychiatry, 2005Co-Authors: Robert S Kern, Sharon S Mitchell, Alex Kopelowicz, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Objective: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching Entry-Level Job tasks. However, errorless learning’s applicability to broader, more complex functions is unknown. The present study tested the extension of errorless learning for deficits in social problem-solving skills in patients with schizophrenia. Method: Sixty clinically stable outpatients with schizophrenia or schizoaffective disorder were stratified by gender and level of memory impairment before being randomly assigned to one of two training programs: errorless learning or symptom management. Groups were matched for training time, format and structure of training, and types of teaching aids used. Social problem-solving ability, measured by the Assessment of Interpersonal Problem-Solving Skills, was assessed at baseline, within 2 days of training completion, and after 3 months. Dependent measures were the scores for the receiving, processing, and sending skills areas from the Assessment of Interpersonal Problem-Solving Skills. Results: A repeated-measures analysis of covariance was conducted for each dependent measure with baseline Assessment of Interpersonal Problem-Solving Skills score entered as a covariate. For all three skills, there was a significant training group effect favoring errorless learning. Durability of errorless learning training effects extended to the 3-month follow-up assessment for processing and sending skills but not receiving skills. Conclusions: Results support the extension of errorless learning to complex functions such as social problem-solving skills in the rehabilitation of persons with schizophrenia.
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does errorless learning compensate for neurocognitive impairments in the work rehabilitation of persons with schizophrenia
Psychological Medicine, 2003Co-Authors: Robert S Kern, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Background. Because neurocognitive impairments of schizophrenia appear to be ‘rate limiting’ in the acquisition of skills for community functioning, it is important to develop efficacious rehabilitative interventions that can compensate for these impairments. Procedures based on errorless learning may facilitate work rehabilitation because they effectively automate training of work and other skills, thereby reducing the cognitive burden on persons with schizophrenia. Method. The present study examined the ability of a training method based on errorless learning to compensate for neurocognitive deficits in teaching two Entry-Level Job tasks (index card filing and toilet-tank assembly) to a sample of 54 unemployed, clinically stable schizophrenic and schizoaffective disorder out-patients. Participants were randomly assigned to one of two training groups, errorless learning v . conventional trial-and-error type instruction. Prior to randomization, all subjects were administered a neurocognitive battery. Job task performance was assessed by percentage accuracy scores immediately after training. Results. For three of the six inter-relationships among neurocognitive functioning and training condition, the pattern was the same: the errorless learning group scored high in Job task performance regardless of neurocognitive impairment, whereas the conventional instruction group showed a close correspondence between Job task performance and degree of neurocognitive impairment. Conclusions. These findings support errorless learning as a technique that can compensate for neurocognitive deficits as they relate to the acquisition of new skills and abilities in the work rehabilitation of persons with schizophrenia.
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applications of errorless learning for improving work performance in persons with schizophrenia
American Journal of Psychiatry, 2002Co-Authors: Robert S Kern, Alex Kopelowicz, Robert Paul Liberman, Jim Mintz, Michael F. GreenAbstract:OBJECTIVE: Until recently, few training methods used in the psychosocial rehabilitation of persons with schizophrenia have taken into account the neurocognitive deficits common to this illness. The present study tested a training method called errorless learning (which theoretically compensates for neurocognitive impairments) for efficacy at teaching Entry-Level Job tasks to persons with serious and persistent mental illness. METHOD: Sixty-five unemployed, clinically stable outpatients with schizophrenia or schizoaffective disorder were randomly assigned to training by means of either errorless learning or conventional instruction for two Entry-Level Job tasks (index card filing and toilet tank assembly). Training was conducted in small groups of four subjects for 90–120 minutes in a simulated workshop. Efficacy—as measured by accuracy, speed, and overall productivity—was assessed immediately after training and at a 3-month follow-up evaluation. RESULTS: Significant group differences in accuracy that favo...
Michael F. Green - One of the best experts on this subject based on the ideXlab platform.
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extensions of errorless learning for social problem solving deficits in schizophrenia
American Journal of Psychiatry, 2005Co-Authors: Robert S Kern, Sharon S Mitchell, Alex Kopelowicz, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Objective: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching Entry-Level Job tasks. However, errorless learning’s applicability to broader, more complex functions is unknown. The present study tested the extension of errorless learning for deficits in social problem-solving skills in patients with schizophrenia. Method: Sixty clinically stable outpatients with schizophrenia or schizoaffective disorder were stratified by gender and level of memory impairment before being randomly assigned to one of two training programs: errorless learning or symptom management. Groups were matched for training time, format and structure of training, and types of teaching aids used. Social problem-solving ability, measured by the Assessment of Interpersonal Problem-Solving Skills, was assessed at baseline, within 2 days of training completion, and after 3 months. Dependent measures were the scores for the receiving, processing, and sending skills areas from the Assessment of Interpersonal Problem-Solving Skills. Results: A repeated-measures analysis of covariance was conducted for each dependent measure with baseline Assessment of Interpersonal Problem-Solving Skills score entered as a covariate. For all three skills, there was a significant training group effect favoring errorless learning. Durability of errorless learning training effects extended to the 3-month follow-up assessment for processing and sending skills but not receiving skills. Conclusions: Results support the extension of errorless learning to complex functions such as social problem-solving skills in the rehabilitation of persons with schizophrenia.
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does errorless learning compensate for neurocognitive impairments in the work rehabilitation of persons with schizophrenia
Psychological Medicine, 2003Co-Authors: Robert S Kern, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Background. Because neurocognitive impairments of schizophrenia appear to be ‘rate limiting’ in the acquisition of skills for community functioning, it is important to develop efficacious rehabilitative interventions that can compensate for these impairments. Procedures based on errorless learning may facilitate work rehabilitation because they effectively automate training of work and other skills, thereby reducing the cognitive burden on persons with schizophrenia. Method. The present study examined the ability of a training method based on errorless learning to compensate for neurocognitive deficits in teaching two Entry-Level Job tasks (index card filing and toilet-tank assembly) to a sample of 54 unemployed, clinically stable schizophrenic and schizoaffective disorder out-patients. Participants were randomly assigned to one of two training groups, errorless learning v . conventional trial-and-error type instruction. Prior to randomization, all subjects were administered a neurocognitive battery. Job task performance was assessed by percentage accuracy scores immediately after training. Results. For three of the six inter-relationships among neurocognitive functioning and training condition, the pattern was the same: the errorless learning group scored high in Job task performance regardless of neurocognitive impairment, whereas the conventional instruction group showed a close correspondence between Job task performance and degree of neurocognitive impairment. Conclusions. These findings support errorless learning as a technique that can compensate for neurocognitive deficits as they relate to the acquisition of new skills and abilities in the work rehabilitation of persons with schizophrenia.
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applications of errorless learning for improving work performance in persons with schizophrenia
American Journal of Psychiatry, 2002Co-Authors: Robert S Kern, Alex Kopelowicz, Robert Paul Liberman, Jim Mintz, Michael F. GreenAbstract:OBJECTIVE: Until recently, few training methods used in the psychosocial rehabilitation of persons with schizophrenia have taken into account the neurocognitive deficits common to this illness. The present study tested a training method called errorless learning (which theoretically compensates for neurocognitive impairments) for efficacy at teaching Entry-Level Job tasks to persons with serious and persistent mental illness. METHOD: Sixty-five unemployed, clinically stable outpatients with schizophrenia or schizoaffective disorder were randomly assigned to training by means of either errorless learning or conventional instruction for two Entry-Level Job tasks (index card filing and toilet tank assembly). Training was conducted in small groups of four subjects for 90–120 minutes in a simulated workshop. Efficacy—as measured by accuracy, speed, and overall productivity—was assessed immediately after training and at a 3-month follow-up evaluation. RESULTS: Significant group differences in accuracy that favo...
Jim Mintz - One of the best experts on this subject based on the ideXlab platform.
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extensions of errorless learning for social problem solving deficits in schizophrenia
American Journal of Psychiatry, 2005Co-Authors: Robert S Kern, Sharon S Mitchell, Alex Kopelowicz, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Objective: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching Entry-Level Job tasks. However, errorless learning’s applicability to broader, more complex functions is unknown. The present study tested the extension of errorless learning for deficits in social problem-solving skills in patients with schizophrenia. Method: Sixty clinically stable outpatients with schizophrenia or schizoaffective disorder were stratified by gender and level of memory impairment before being randomly assigned to one of two training programs: errorless learning or symptom management. Groups were matched for training time, format and structure of training, and types of teaching aids used. Social problem-solving ability, measured by the Assessment of Interpersonal Problem-Solving Skills, was assessed at baseline, within 2 days of training completion, and after 3 months. Dependent measures were the scores for the receiving, processing, and sending skills areas from the Assessment of Interpersonal Problem-Solving Skills. Results: A repeated-measures analysis of covariance was conducted for each dependent measure with baseline Assessment of Interpersonal Problem-Solving Skills score entered as a covariate. For all three skills, there was a significant training group effect favoring errorless learning. Durability of errorless learning training effects extended to the 3-month follow-up assessment for processing and sending skills but not receiving skills. Conclusions: Results support the extension of errorless learning to complex functions such as social problem-solving skills in the rehabilitation of persons with schizophrenia.
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does errorless learning compensate for neurocognitive impairments in the work rehabilitation of persons with schizophrenia
Psychological Medicine, 2003Co-Authors: Robert S Kern, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Background. Because neurocognitive impairments of schizophrenia appear to be ‘rate limiting’ in the acquisition of skills for community functioning, it is important to develop efficacious rehabilitative interventions that can compensate for these impairments. Procedures based on errorless learning may facilitate work rehabilitation because they effectively automate training of work and other skills, thereby reducing the cognitive burden on persons with schizophrenia. Method. The present study examined the ability of a training method based on errorless learning to compensate for neurocognitive deficits in teaching two Entry-Level Job tasks (index card filing and toilet-tank assembly) to a sample of 54 unemployed, clinically stable schizophrenic and schizoaffective disorder out-patients. Participants were randomly assigned to one of two training groups, errorless learning v . conventional trial-and-error type instruction. Prior to randomization, all subjects were administered a neurocognitive battery. Job task performance was assessed by percentage accuracy scores immediately after training. Results. For three of the six inter-relationships among neurocognitive functioning and training condition, the pattern was the same: the errorless learning group scored high in Job task performance regardless of neurocognitive impairment, whereas the conventional instruction group showed a close correspondence between Job task performance and degree of neurocognitive impairment. Conclusions. These findings support errorless learning as a technique that can compensate for neurocognitive deficits as they relate to the acquisition of new skills and abilities in the work rehabilitation of persons with schizophrenia.
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applications of errorless learning for improving work performance in persons with schizophrenia
American Journal of Psychiatry, 2002Co-Authors: Robert S Kern, Alex Kopelowicz, Robert Paul Liberman, Jim Mintz, Michael F. GreenAbstract:OBJECTIVE: Until recently, few training methods used in the psychosocial rehabilitation of persons with schizophrenia have taken into account the neurocognitive deficits common to this illness. The present study tested a training method called errorless learning (which theoretically compensates for neurocognitive impairments) for efficacy at teaching Entry-Level Job tasks to persons with serious and persistent mental illness. METHOD: Sixty-five unemployed, clinically stable outpatients with schizophrenia or schizoaffective disorder were randomly assigned to training by means of either errorless learning or conventional instruction for two Entry-Level Job tasks (index card filing and toilet tank assembly). Training was conducted in small groups of four subjects for 90–120 minutes in a simulated workshop. Efficacy—as measured by accuracy, speed, and overall productivity—was assessed immediately after training and at a 3-month follow-up evaluation. RESULTS: Significant group differences in accuracy that favo...
Alex Kopelowicz - One of the best experts on this subject based on the ideXlab platform.
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extensions of errorless learning for social problem solving deficits in schizophrenia
American Journal of Psychiatry, 2005Co-Authors: Robert S Kern, Sharon S Mitchell, Alex Kopelowicz, Jim Mintz, Michael F. Green, Robert Paul LibermanAbstract:Objective: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching Entry-Level Job tasks. However, errorless learning’s applicability to broader, more complex functions is unknown. The present study tested the extension of errorless learning for deficits in social problem-solving skills in patients with schizophrenia. Method: Sixty clinically stable outpatients with schizophrenia or schizoaffective disorder were stratified by gender and level of memory impairment before being randomly assigned to one of two training programs: errorless learning or symptom management. Groups were matched for training time, format and structure of training, and types of teaching aids used. Social problem-solving ability, measured by the Assessment of Interpersonal Problem-Solving Skills, was assessed at baseline, within 2 days of training completion, and after 3 months. Dependent measures were the scores for the receiving, processing, and sending skills areas from the Assessment of Interpersonal Problem-Solving Skills. Results: A repeated-measures analysis of covariance was conducted for each dependent measure with baseline Assessment of Interpersonal Problem-Solving Skills score entered as a covariate. For all three skills, there was a significant training group effect favoring errorless learning. Durability of errorless learning training effects extended to the 3-month follow-up assessment for processing and sending skills but not receiving skills. Conclusions: Results support the extension of errorless learning to complex functions such as social problem-solving skills in the rehabilitation of persons with schizophrenia.
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applications of errorless learning for improving work performance in persons with schizophrenia
American Journal of Psychiatry, 2002Co-Authors: Robert S Kern, Alex Kopelowicz, Robert Paul Liberman, Jim Mintz, Michael F. GreenAbstract:OBJECTIVE: Until recently, few training methods used in the psychosocial rehabilitation of persons with schizophrenia have taken into account the neurocognitive deficits common to this illness. The present study tested a training method called errorless learning (which theoretically compensates for neurocognitive impairments) for efficacy at teaching Entry-Level Job tasks to persons with serious and persistent mental illness. METHOD: Sixty-five unemployed, clinically stable outpatients with schizophrenia or schizoaffective disorder were randomly assigned to training by means of either errorless learning or conventional instruction for two Entry-Level Job tasks (index card filing and toilet tank assembly). Training was conducted in small groups of four subjects for 90–120 minutes in a simulated workshop. Efficacy—as measured by accuracy, speed, and overall productivity—was assessed immediately after training and at a 3-month follow-up evaluation. RESULTS: Significant group differences in accuracy that favo...