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Nicole D Anderson - One of the best experts on this subject based on the ideXlab platform.
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the benefits of Errorless Learning for people with amnestic mild cognitive impairment
Neuropsychological Rehabilitation, 2018Co-Authors: Judith Roberts, Nicole D Anderson, Emma B Guild, Robert S P Jones, Linda ClareAbstract:ABSTRACTThe aim of this study was to explore whether Errorless Learning leads to better outcomes than errorful Learning in people with amnestic mild cognitive impairment (MCI), and to examine whether accuracy in error recognition relates to any observed benefit of Errorless over errorful Learning. Nineteen participants with a clinical diagnosis of amnestic MCI were recruited. A word-list Learning task was used and Learning was assessed by free recall, cued recall and recognition tasks. Errorless Learning was significantly superior to errorful Learning for both free recall and cued recall. The benefits of Errorless Learning were less marked in participants with better error recognition ability. Errorless Learning methods are likely to prove more effective than errorful methods for those people with MCI whose ability to monitor and detect their own errors is impaired.
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self generation amplifies the Errorless Learning effect in healthy older adults when transfer appropriate processing conditions are met
Aging Neuropsychology and Cognition, 2012Co-Authors: Emma B Guild, Nicole D AndersonAbstract:ABSTRACT Errorless Learning improves memory for older adults by providing individuals with correct information from the onset, thereby minimizing the misleading influence of errors. Our previous research demonstrated that self-generation enhanced the Errorless Learning effect among older adults in cued recall when encoding encouraged processing of cue–target relationships, suggesting that transfer appropriate processing is necessary for this interactive effect (Lubinsky, Rich, & Anderson, 2009, Journal of the International Neuropsychological Society, 15, 704). The current study further tests this notion by investigating whether the interaction of Errorless Learning and self-generated Learning is observed in free recall when study conditions foster encoding of inter-item associations. Healthy older adult participants studied related or unrelated words (manipulated between-subjects) under four within-subjects Learning conditions representing the crossing of Errorless/errorful Learning and self-generated/exp...
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contributions of frontal and medial temporal lobe functioning to the Errorless Learning advantage
Neuropsychological Rehabilitation, 2012Co-Authors: Nicole D Anderson, Judith Roberts, Emma B Guild, Linda ClareAbstract:Among individuals with episodic memory impairments, trial-and-error Learning is less successful than when errors are avoided. This “Errorless Learning advantage” has been replicated numerous times, but its neurocognitive mechanism is uncertain, with existing evidence pointing to both medial temporal lobe (MTL) and frontal lobe (FL) involvement. To test the relative contribution of MTL and FL functioning to the Errorless Learning advantage, 51 healthy older adults were pre-experimentally assigned to one of four groups based on their neuropsychological test performance: Low MTL-Low FL, Low MTL-High FL, High MTL-Low FL, High MTL-High FL. Participants learned two word lists under Errorless Learning conditions, and two word lists under errorful Learning conditions, and memory was tested via free recall, cued recall, and source recognition. Performance on all three tests was better for those with High relative to Low MTL functioning. An Errorless Learning advantage was found in free and cued recall, in cued rec...
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Errorless Learning of computer generated words in a patient with semantic dementia
Neuropsychological Rehabilitation, 2010Co-Authors: Regina Jokel, Elizabeth Rochon, Nicole D AndersonAbstract:This study explores the effectiveness and feasibility of an Errorless Learning approach administered via a computer-based treatment for anomia to CS, an individual with semantic dementia. Using a multiple baseline across behaviours design, we explored treatment specific effects, maintenance and generalisation of gains derived from the MossTalk Words® therapy programme. CS was treated on three lists of words, each containing items for which CS retained some semantic knowledge and some for which he did not. CS was tested immediately after therapy, and one and three months later. Improved naming was maintained on all lists at all testing intervals. In addition, among those words for which CS retained some semantic knowledge, he maintained the ability to name all practised words, but only half of the not practised words. This study underscored the feasibility of computer-based treatments for anomia in progressive disorders, demonstrated the effectiveness of an Errorless approach in semantic dementia in re-tra...
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Errorless Learning and elaborative self generation in healthy older adults and individuals with amnestic mild cognitive impairment mnemonic benefits and mechanisms
Journal of The International Neuropsychological Society, 2009Co-Authors: Tobi Lubinsky, Jill B Rich, Nicole D AndersonAbstract:Errorless Learning is an intervention that benefi ts memory performance in healthy older adults and a variety of clinical populations. A limitation of the Errorless Learning technique is that it is passive and does not involve elaborative processing. We report two studies investigating the added benefi ts of elaborative, self-generated Learning to the Errorless Learning advantage. We also explored the mnemonic mechanisms of the Errorless Learning advantage. In both studies, older adults and individuals with amnestic mild cognitive impairment (aMCI) completed four encoding conditions representing the crossing of Errorless/errorful Learning and self-generated/experimenter-provided Learning. Self- generation enhanced the Errorless Learning benefi t in cued recall and cued recognition, but not in free recall or item recognition. An Errorless Learning advantage was observed for priming of target words, and this effect was amplifi ed for participants with aMCI after self-generated Learning. Moreover, the aMCI group showed signifi cant priming of prior self-generated errors. These results demonstrate that self-generation enhances the Errorless Learning advantage when study and test conditions match. The data also support the argument that Errorless Learning eliminates the misleading implicit infl uence of prior errors, as well as the need for explicit memory processes to distinguish targets from errors. ( JINS , 2009, 15 , 704– 716 .)
Edwin C S Yu - One of the best experts on this subject based on the ideXlab platform.
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A Computer-Assisted Errorless Learning-Based Memory Training Programme for Patients with Early Dementia
Neuropsychiatry, 2018Co-Authors: Edwin C S YuAbstract:Background Memory training can be effective in enhancing the cognitive function of older adults with cognitive impairment and may delay the onset of dementia. Objective The aims of this study were to develop a theory-driven, computer-assisted Errorless Learning (EL) memory programme (CELP) for patients with early dementia, and to compare the training outcomes of a CELP group with those of a therapist-led Errorless Learning training programme (TELP) group and a control group (CG). Methods A randomized control trial (RCT) with a single-blind research design was adopted. The Clinical Dementia Rating Scale (CDR) screened older participants with early dementia and their performances were evaluated before and after the intervention and during 3-month followup by the Mini-Mental State Examination (MMSE), the Dementia Rating Scale (DRS), Hong Kong List Learning Test (HKLLT), brief Assessment of Prospective Memory-Short Form (BAPM) for carers and Geriatric Depression Scale. Results Seventy-five participants were successfully recruited into the CELP group (n=30), TELP group (n=22) and CG (n=23) and completed the study. Participants showed statistically significant improvements in post-test scores for the DRS total score and its memory sub-score, with greater improvement in the CELP group than the TELP group and CG. Significant positive changes in the HKLLT immediate recall sub score, the MMSE and the BAPM were also found in the CELP group. Conclusion Computer-assisted EL can be an effective strategy to enhance the memory function of those with early dementia. Their encoding problems, working memory, executive function and prospective memory function can be improved by a CELP intervention. Having regular cognitive training or a home programme might maintain their cognitive functions.
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Evaluation of a computer-assisted Errorless Learning-based memory training program for patients with early Alzheimer’s disease in Hong Kong: a pilot study
Clinical Interventions in Aging, 2013Co-Authors: Edwin C S YuAbstract:Background: Improving the situation in older adults with cognitive decline and evidence of cognitive rehabilitation is considered crucial in long-term care of the elderly. The objective of this study was to implement a computerized Errorless Learning-based memory training program (CELP) for persons with early Alzheimer’s disease, and to compare the training outcomes of a CELP group with those of a therapist-led Errorless Learning program (TELP) group and a waiting-list control group. Methods: A randomized controlled trial with a single-blind research design was used in the study. Chinese patients with early Alzheimer’s disease screened by the Clinical Dementia Rating (score of 1) were recruited. The subjects were randomly assigned to CELP (n = 6), TELP (n = 6), and waiting-list control (n = 7) groups. Evaluation of subjects before and after testing, and at three-month follow-up was achieved using primary outcomes on the Chinese Mini-Mental State Examination, Chinese Dementia Rating Scale, Hong Kong List Learning Test, and the Brief Assessment of Prospective Memory-Short Form. Secondary outcomes were the Modified Barthel Index, Hong Kong Lawton Instrumental Activities of Daily Living Scale, and Geriatric Depression Scale-Short Form. The data were analyzed using Friedman’s test for time effect and the Kruskal-Wallis test for treatment effect. Results: Positive treatment effects on cognition were found in two Errorless Learning-based memory groups (ie, computer-assisted and therapist-led). Remarkable changes were shown in cognitive function for subjects receiving CELP and emotional/daily functions in those receiving TELP. Conclusion: Positive changes in the cognitive function of Chinese patients with early Alzheimer’s disease were initially found after Errorless training through CELP. Further enhancement of the training program is recommended.
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evaluation of a computer assisted Errorless Learning based memory training program for patients with early alzheimer s disease in hong kong a pilot study
Clinical Interventions in Aging, 2013Co-Authors: Edwin C S YuAbstract:Background: Improving the situation in older adults with cognitive decline and evidence of cognitive rehabilitation is considered crucial in long-term care of the elderly. The objective of this study was to implement a computerized Errorless Learning-based memory training program (CELP) for persons with early Alzheimer’s disease, and to compare the training outcomes of a CELP group with those of a therapist-led Errorless Learning program (TELP) group and a waiting-list control group. Methods: A randomized controlled trial with a single-blind research design was used in the study. Chinese patients with early Alzheimer’s disease screened by the Clinical Dementia Rating (score of 1) were recruited. The subjects were randomly assigned to CELP (n = 6), TELP (n = 6), and waiting-list control (n = 7) groups. Evaluation of subjects before and after testing, and at three-month follow-up was achieved using primary outcomes on the Chinese Mini-Mental State Examination, Chinese Dementia Rating Scale, Hong Kong List Learning Test, and the Brief Assessment of Prospective Memory-Short Form. Secondary outcomes were the Modified Barthel Index, Hong Kong Lawton Instrumental Activities of Daily Living Scale, and Geriatric Depression Scale-Short Form. The data were analyzed using Friedman’s test for time effect and the Kruskal-Wallis test for treatment effect. Results: Positive treatment effects on cognition were found in two Errorless Learning-based memory groups (ie, computer-assisted and therapist-led). Remarkable changes were shown in cognitive function for subjects receiving CELP and emotional/daily functions in those receiving TELP. Conclusion: Positive changes in the cognitive function of Chinese patients with early Alzheimer’s disease were initially found after Errorless training through CELP. Further enhancement of the training program is recommended.
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Evaluation of a computer-assisted Errorless Learning-based memory training program for patients with early Alzheimer's disease in Hong Kong: A pilot study
Clinical Interventions in Aging, 2013Co-Authors: Grace Y. Lee, Calvin C K Yip, Edwin C S Yu, David W K ManAbstract:BACKGROUND: Improving the situation in older adults with cognitive decline and evidence of cognitive rehabilitation is considered crucial in long-term care of the elderly. The objective of this study was to implement a computerized Errorless Learning-based memory training program (CELP) for persons with early Alzheimer's disease, and to compare the training outcomes of a CELP group with those of a therapist-led Errorless Learning program (TELP) group and a waiting-list control group.\n\nMETHODS: A randomized controlled trial with a single-blind research design was used in the study. Chinese patients with early Alzheimer's disease screened by the Clinical Dementia Rating (score of 1) were recruited. The subjects were randomly assigned to CELP (n = 6), TELP (n = 6), and waiting-list control (n = 7) groups. Evaluation of subjects before and after testing, and at three-month follow-up was achieved using primary outcomes on the Chinese Mini-Mental State Examination, Chinese Dementia Rating Scale, Hong Kong List Learning Test, and the Brief Assessment of Prospective Memory-Short Form. Secondary outcomes were the Modified Barthel Index, Hong Kong Lawton Instrumental Activities of Daily Living Scale, and Geriatric Depression Scale-Short Form. The data were analyzed using Friedman's test for time effect and the Kruskal-Wallis test for treatment effect.\n\nRESULTS: Positive treatment effects on cognition were found in two Errorless Learning-based memory groups (ie, computer-assisted and therapist-led). Remarkable changes were shown in cognitive function for subjects receiving CELP and emotional/daily functions in those receiving TELP.\n\nCONCLUSION: Positive changes in the cognitive function of Chinese patients with early Alzheimer's disease were initially found after Errorless training through CELP. Further enhancement of the training program is recommended.
Catherine Haslam - One of the best experts on this subject based on the ideXlab platform.
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elaborative encoding through self generation enhances outcomes with Errorless Learning findings from the skypekids memory study
Neuropsychological Rehabilitation, 2017Co-Authors: Catherine Haslam, Joseph Wagner, Signy Wegener, Tania MaloufAbstract:Errorless Learning has demonstrated efficacy in the treatment of memory impairment in adults and older adults with acquired brain injury. In the same population, use of elaborative encoding through supported self-generation in Errorless paradigms has been shown to further enhance memory performance. However, the evidence base relevant to application of both standard and self-generation forms of Errorless Learning in children is far weaker. We address this limitation in the present study to examine recall performance in children with brain injury (n = 16) who were taught novel age-appropriate science and social science facts through the medium of Skype. All participants were taught these facts under conditions of standard Errorless Learning, Errorless Learning with self-generation, and trial-and-error Learning after which memory was tested at 5-minute, 30-minute, 1-hour and 24-hour delays. Analysis revealed no main effect of time, with participants retaining most information acquired over the 24-hour testi...
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Errorless Learning in neuropsychological rehabilitation mechanisms efficacy and application
Current Issues in Neuropsychology, 2017Co-Authors: Catherine Haslam, Roy P C KesselsAbstract:Errrorless Learning is one of the most studied principles in neurorehabilitation. This is the first volume to capture all the key elements in the field in one invaluable resource, providing an up-to-date and broad analysis of the use of Errorless Learning principles in rehabilitation after brain injury. With contributions from key researchers in the field, Errorless Learning in Neuropsychological Rehabilitation covers the historical foundations of Errorless Learning, current understanding of underlying mechanisms which support Learning and its use in memory and language in rehabilitation as applied to particular populations across the age span. This volume also addresses questions of efficacy through analysis of research comparing Errorless Learning with other established Learning methods and principles. Errorless Learning in Neuropsychological Rehabilitation is an essential resource for practitioners, researchers and students of psychology, neuropsychology and rehabilitation.
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Errorless Learning improves memory performance in children with acquired brain injury a controlled comparison of standard and self generation techniques
Neuropsychological Rehabilitation, 2012Co-Authors: Catherine Haslam, Claire Bazenpeters, Ingram WrightAbstract:The principle of Errorless Learning has proven efficacy in helping adults and older adults with acquired memory impairment learn novel information. However, surprisingly few studies have investigated its efficacy in children. The present study addresses this omission in the literature, investigating the effectiveness of two forms of Errorless Learning — the established method, in which the examiner provides responses during Learning, and a self-generation method, in which learners produce their own responses — each relative to the standard baseline of trial-and-error Learning, in young people with acquired brain injury (ABI, n = 15) and non-injured controls (n = 15). Participants learned different word lists in each condition and their memory was tested after distraction and, subsequently, after a 20-minute delay. Not surprisingly, controls performed better than the ABI group. However, while there was no effect of Learning condition for controls, in the ABI group memory performance was significantly bette...
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Errorless Learning and spaced retrieval how do these methods fare in healthy and clinical populations
Journal of Clinical and Experimental Neuropsychology, 2011Co-Authors: Catherine Haslam, Kathryn I Hodder, Philip J YatesAbstract:While Errorless Learning and spaced retrieval have both proved effective in helping many patients with acquired brain injury (ABI) and dementia learn novel information, it is not clear which of these principles we should apply to target treatment most effectively. To address this issue we conducted a systematic comparison of these principles in three experiments, comparing their effectiveness in healthy controls (N = 60), patients with ABI (N = 30), and patients with dementia (N = 15). Participants were asked to learn face-name associations, and the relative effectiveness of the principles over and above trial-and-error Learning was investigated. The results were remarkably consistent across experiments: Both Errorless Learning and spaced retrieval produced greater accuracy in name recall than did trial-and-error Learning, but recall under conditions of spaced retrieval was significantly better than that under Errorless Learning. We discuss the implications of these findings and suggest that spaced retrieval may be the stronger memory rehabilitation principle when it comes to Learning face-name associations in people with mild to moderate memory impairment.
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are two methods better than one evaluating the effectiveness of combining Errorless Learning with vanishing cues
Journal of Clinical and Experimental Neuropsychology, 2010Co-Authors: Catherine Haslam, Zoe Moss, Kathryn I HodderAbstract:A growing trend in memory rehabilitation is to combine Learning principles to enhance treatment effects. While this makes intuitive sense, little is known about the added value of incorporating each method. A further complication is that some interventions, although primarily based on one Learning principle, actually incorporate several, which again adds to the difficulty in differentiating the individual contribution of techniques. In this paper we report results of two experiments comparing the effectiveness of combining principles of Errorless Learning (EL) with vanishing cues (VC) relative to each in isolation. Healthy controls (N = 60), Learning under standard and dual-task conditions, and patients with probable Alzheimer's disease (N = 22) took part in Experiments 1 and 2, respectively. In each experiment, participants were asked to learn greeble- or face-name associations, and memory was tested after interference or brief delay. For healthy controls, EL alone and EL + VC produced the best results, but there was no difference between these conditions. For the Alzheimer's patients, all treatment conditions (EL, VC, EL + VC) were significantly better than trial and error, and, in this case, we found that the combined method was significantly better than VC in isolation. Importantly, in both experiments there was little support for use of combined over individual Learning principles.
Roy P C Kessels - One of the best experts on this subject based on the ideXlab platform.
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Errorless re Learning of everyday activities in patients with korsakoff s syndrome a feasibility study
Neuropsychological Rehabilitation, 2019Co-Authors: Yvonne C M Rensen, J I M Egger, Josette Westhoff, S J W Walvoort, Roy P C KesselsAbstract:Errorless Learning has proven to be an effective method for (re)Learning tasks in several patient groups with amnesia. However, so far only a handful of studies have examined the effects of Errorless Learning in patients with Korsakoff's syndrome. The aims of this feasibility study were to (a) examine the effects of Errorless Learning training on (re)Learning tasks in a patient with Korsakoff's syndrome, (b) examine the effects of the nature of the training on the execution of the tasks, and (c) examine characteristics that may mediate Learning outcome. Professional caregivers, who were trained in Errorless Learning principles, taught 51 patients with Korsakoff's syndrome two everyday tasks. Significant improvements in the performance were found after an Errorless intervention for different types of trained tasks (activities of daily living, chores, mobility, housekeeping). Moreover, the results of this study suggest that all patients, despite of age, educational level, or level of cognitive functioning, may benefit from Errorless Learning. The results showed that, despite severe amnesia, patients with Korsakoff's syndrome have the potential to (re)learn everyday skills. Errorless Learning might be beneficial for memory rehabilitation in patients with Korsakoff's syndrome in clinical practice. The results of this study are clinically relevant, as successfully Learning tasks using Errorless Learning principles might improve autonomy and independence in the daily lives of patients with Korsakoff's syndrome.
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the effect of Errorless Learning on psychotic and affective symptoms as well as aggression and apathy in patients with korsakoff s syndrome in long term care facilities
International Psychogeriatrics, 2019Co-Authors: Yvonne C M Rensen, J I M Egger, Josette Westhoff, S J W Walvoort, Roy P C KesselsAbstract:Objectives: Errorless Learning is a promising rehabilitation principle for Learning tasks in patients with amnesia, including patients with Korsakoff's syndrome. Errorless Learning might possibly also contribute to decreases in behavioral and psychiatric problems, as patients in long-term care facilities become more independent after training. The aim of this study was to examine the effects of Errorless Learning on potential changes in psychotic and affective symptoms, aggression and apathy, in contrast with a control group who received care as usual. Methods: The current study is a quasi-experimental study on Errorless Learning and psychotic and affective symptoms, aggression, and apathy in patients with Korsakoff's syndrome, living in long-term care facilities for patients with Korsakoff's syndrome (KS) in the Netherlands. The GIP-28, HoNOS−ABI, and NVCL−20 were administered to a group of patients with KS who received Errorless Learning training ( n = 51) and a patient control group who received care as usual ( n = 31). Wilcoxon Signed-Rank Tests were performed to examine psychotic and affective symptoms, aggression, and apathy at baseline and at follow-up in the Errorless Learning group and the control group. Results: Errorless Learning training effectively reduced psychotic symptoms (including provoked confabulations), affective symptoms, and agitation/aggression. There were no significant changes (increases nor decreases) in the control group. Levels of apathy were stable over time in both groups. Conclusions: Results with respect to psychotic and affective symptoms, aggression, and apathy are discussed in depth. Patients with KS can become more autonomous in a cared for setting using Errorless Learning principles. This might also result in decreases in behavioral and psychiatric problems in patients.
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The effect of Errorless Learning on quality of life in patients with Korsakoff’s syndrome
Neuropsychiatric Disease and Treatment, 2017Co-Authors: Yvonne C M Rensen, Josette Westhoff, S J W Walvoort, Jos I. M. Egger, Roy P C KesselsAbstract:Background: Errorless Learning (EL) is a promising rehabilitation principle for (re)Learning instrumental activities in patients with amnesia, including patients with Korsakoff's syndrome (KS). Successfully (re)Learning tasks might improve the sense of competence and independence, and subsequently the quality of life. Quality of life in patients with KS has received limited attention, and no studies have been conducted to experimentally examine the effect of EL on quality of life in patients in this patient group. Materials and methods: The QUALIDEM, an observation scale for quality of life, was completed by professional nurses before and after EL training in a group of fifty-one patients with KS. This scale was also completed for a group of thirty-one control patients receiving care as usual but no EL training. Results: Quality of life was significantly increased on eight of the nine subscales in the Korsakoff group who participated in an EL training. There was a trend toward a significant increase in "positive affect" (ie, the ninth subscale). In contrast, no changes over time were found on any of the subscales in the control group that did not participate in any EL training. Conclusion: Despite severe memory impairments, patients with KS still have the potential to (partially) (re)learn tasks using EL. This potential should be exploited, as the successes of (re)-Learning might improve the quality of life of Korsakoff patients in nursing homes.
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the effect of Errorless Learning on quality of life in patients with korsakoff s syndrome
Neuropsychiatric Disease and Treatment, 2017Co-Authors: Yvonne C M Rensen, J I M Egger, Josette Westhoff, S J W Walvoort, Roy P C KesselsAbstract:Background: Errorless Learning (EL) is a promising rehabilitation principle for (re)Learning instrumental activities in patients with amnesia, including patients with Korsakoff's syndrome (KS). Successfully (re)Learning tasks might improve the sense of competence and independence, and subsequently the quality of life. Quality of life in patients with KS has received limited attention, and no studies have been conducted to experimentally examine the effect of EL on quality of life in patients in this patient group. Materials and methods: The QUALIDEM, an observation scale for quality of life, was completed by professional nurses before and after EL training in a group of fifty-one patients with KS. This scale was also completed for a group of thirty-one control patients receiving care as usual but no EL training. Results: Quality of life was significantly increased on eight of the nine subscales in the Korsakoff group who participated in an EL training. There was a trend toward a significant increase in "positive affect" (ie, the ninth subscale). In contrast, no changes over time were found on any of the subscales in the control group that did not participate in any EL training. Conclusion: Despite severe memory impairments, patients with KS still have the potential to (partially) (re)learn tasks using EL. This potential should be exploited, as the successes of (re)-Learning might improve the quality of life of Korsakoff patients in nursing homes.
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Errorless (re)Learning of everyday activities in patients with Korsakoff’s syndrome: A feasibility study
Neuropsychological Rehabilitation, 2017Co-Authors: Yvonne C M Rensen, Josette Westhoff, S J W Walvoort, Jos I. M. Egger, Roy P C KesselsAbstract:Errorless Learning has proven to be an effective method for (re)Learning tasks in several patient groups with amnesia. However, so far only a handful of studies have examined the effects of Errorless Learning in patients with Korsakoff's syndrome. The aims of this feasibility study were to (a) examine the effects of Errorless Learning training on (re)Learning tasks in a patient with Korsakoff's syndrome, (b) examine the effects of the nature of the training on the execution of the tasks, and (c) examine characteristics that may mediate Learning outcome. Professional caregivers, who were trained in Errorless Learning principles, taught 51 patients with Korsakoff's syndrome two everyday tasks. Significant improvements in the performance were found after an Errorless intervention for different types of trained tasks (activities of daily living, chores, mobility, housekeeping). Moreover, the results of this study suggest that all patients, despite of age, educational level, or level of cognitive functioning, may benefit from Errorless Learning. The results showed that, despite severe amnesia, patients with Korsakoff's syndrome have the potential to (re)learn everyday skills. Errorless Learning might be beneficial for memory rehabilitation in patients with Korsakoff's syndrome in clinical practice. The results of this study are clinically relevant, as successfully Learning tasks using Errorless Learning principles might improve autonomy and independence in the daily lives of patients with Korsakoff's syndrome.
Robert S Kern - One of the best experts on this subject based on the ideXlab platform.
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evolution of Errorless Learning in psychiatric rehabilitation
American Journal of Psychiatric Rehabilitation, 2014Co-Authors: Robert S Kern, Felice L ReddyAbstract:We focus on Robert P. Liberman's influence on the development and adaptation of a behavioral Learning approach used in the rehabilitation of individuals with schizophrenia called Errorless Learning. In this article we present: the origins of Errorless Learning; first proof-of-concept study of Errorless Learning in a sample of individuals with psychotic disorders; follow-up laboratory-based studies of Errorless Learning; and a community-based study of Errorless Learning.
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Errorless Learning and social problem solving ability in schizophrenia an examination of the compensatory effects of training
Psychiatry Research-neuroimaging, 2013Co-Authors: Anna F Leshner, Robert S KernAbstract:Abstract Compensatory approaches to cognitive rehabilitation in schizophrenia aim to improve functioning by bypassing or compensating for impaired areas of cognition. At present, there is little empirical evidence that these approaches actually compensate for neurocognitive impairments in improving community functioning. This study examined the effects of Errorless Learning (EL), a compensatory cognitive rehabilitation approach, on social problem solving ability in schizophrenia. The study included 60 outpatients who met DSM-IV criteria for schizophrenia or schizoaffective disorder. Participants received a baseline battery to assess explicit and implicit memory functioning. Participants were stratified according to gender and level of memory functioning and then randomized to EL or symptom management training. Training was conducted over two days lasting a total of 6 h for each group. Assessment of social problem-solving ability, using the Assessment of Interpersonal Problem Solving Skills (AIPSS), was conducted after completion of training and at a 3-month follow-up without further intervention. Results from hierarchical multiple regression and analysis of covariance each supported the compensatory effects of training. These findings indicate that EL facilitates Learning of new skills across varying levels of memory impairment. Future efforts may aim to explore the specific neurocognitive mechanisms involved in EL.
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Errorless Learning for training individuals with schizophrenia at a community mental health setting providing work experience
Schizophrenia Bulletin, 2009Co-Authors: Robert S Kern, Robert Paul Liberman, Deborah R Becker, Robert E Drake, Catherine A Sugar, Michael F GreenAbstract:The effects of Errorless Learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance.
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extensions of Errorless Learning for social problem solving deficits in schizophrenia
American Journal of Psychiatry, 2005Co-Authors: Robert S Kern, Michael F Green, Sharon S Mitchell, Alex Kopelowicz, Jim Mintz, 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, Michael F Green, Jim Mintz, 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.