Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study

Issue title: Assistive Technologies for Cognition/Cognitive Support Technologies

Guest editors: Marcia J. Scherer and Stefano Federici

Article type: Research Article

Authors: Powell, Laurie E.^{a; *} | Glang, Ann^a | Pinkelman, Sarah^b | Albin, Richard^c | Harwick, Robin^d | Ettel, Deborah^c | Wild, Michelle R.^e

Affiliations: [a] Center on Brain Injury Research & Training, Eugene, OR, USA | [b] George Mason University, Fairfax, VA, USA | [c] College of Education, University of Oregon, Eugene, OR, USA | [d] Seattle University, Seattle, WA, USA | [e] Acquired Brain Injury Program, Coastline Community College, Newport Beach, CA, USA

Correspondence: [*] Address for correspondence: Laurie Powell, Center on Brain Injury Research & Training, 6222 University of Oregon, Eugene, OR 97403-6222, USA. Tel.: +1 541 346 0572; E-mail: [email protected].

Abstract: BACKGROUND:Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. OBJECTIVE:This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. METHODS:The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. RESULTS:Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). CONCLUSIONS:Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI.

Keywords: Employment, vocational rehabilitation, brain injury, assistive technology, cognitive support technology, cognition, generalization, transfer of learning, systematic instruction, errorless learning

DOI: 10.3233/NRE-151272

Journal: NeuroRehabilitation, vol. 37, no. 3, pp. 437-447, 2015