Summary of the Systematic Review

Article Citation

Instructional Techniques in Cognitive Rehabilitation: A Preliminary Report

Sohlberg, M. M., Ehlhardt, L., et al. (2005).
Seminars in Speech and Language, 26(4), 268-279.
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Sponsoring Body

Academy of Neurologic Communication Disorders and Sciences; American Speech-Language-Hearing Association; Department of Veterans Affairs

Article Quality Ratings

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Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • No Criteria for inclusion of studies are provided.
  • No Search strategy described in sufficient detail for replication.
  • No Included studies are assessed for study quality.
  • N/A Quality assessments are reproducible.
  • No Characteristics of the included studies are provided.

Quality Rating Notes

Study Quality: The authors did not indicate that conclusions were based on the Academy of Neurologic Communication Disorders and Sciences levels of evidence criteria, as is the case with most ANCDS publications.

Article Details

Description

This is a review of the literature on instructional techniques from the fields of special education and neuropsychological rehabilitation in order to develop a set of principles to guide treatment in adults and children with acquired brain injury. The review is part of a series by the Academy of Neurologic Communication Disorders and Sciences Practice devoted to the management of traumatic brain injury.

Questions/Aims Addressed

What is the best approach when teaching individuals with moderate or severe cognitive impairments to learn new information or skills?

Population

Individuals with acquired brain injury

Intervention/Assessment

Instructional techniques in cognitive rehabilitation

Number of Studies Included

Over 30

Years Included

1994-2005


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

The findings from this review support the use of several instructional techniques and that "overall, there is increasing evidence that learners with severe cognitive impairments can learn new skills and information when provided with systematic instruction" (p. 276).

Keywords: Cognition, Instructional Techniques (e.g. Errorless Learning/Vanishing Cues)

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Treatment

The authors stated that "errorless learning techniques have been shown to be effective for individuals with severe declarative memory impairments in a variety of etiologies, including [traumatic brain injury]" (p. 276).

Keywords: Memory, Traumatic Brain Injury, Instructional Treatments (e.g. Errorless Learning), Instructional Treatments (e.g. Errorless Learning)

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Treatment

The authors stated that "errorless learning techniques have been shown to be effective for individuals with severe declarative memory impairments in a variety of etiologies, including [traumatic brain injury]" (p. 276).

Keywords: Memory, Traumatic Brain Injury, Instructional Treatments (e.g. Errorless Learning), Instructional Treatments (e.g. Errorless Learning)

Notes on This Article

On page 277 (Table 3) of the full article, a checklist is provided for clinician use to help integrate instructional practices into treatment. 

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