Abstract
An email intervention for two individuals with TBI was conducted to investigate if this electronic medium shows potential as a therapeutic delivery method. Specifically, this study measured participants’ compliance with a plan that incorporated email and a reading assignment. Prior to the email intervention, the clinician and participants designed an intervention plan which included specific guidelines for scheduled email correspondence regarding a daily reading task. After reviewing the daily emails, the clinician provided therapeutic feedback. The participants’ compliance with the plan was measured by the punctuality of email correspondence and completion of tasks as detailed in the plan. Over a 4-week intervention period, both participants demonstrated improvement in task completion and time adherence. Email proved to be a feasible option as a therapeutic delivery method for these individuals.
Highlights
An email intervention for two individuals with TBI was conducted to investigate if this electronic medium shows potential as a therapeutic delivery method
The cognitive domains of executive function do not work in isolation,. These functions are highly integrated with other cognitive skills such as attention, memory, and self awareness (Mateer, 1999; Temple, 1997) all of which coordinate toward specific goal achievement (Elliott, 2003). Considering that such abilities are critical for social competency and productivity, the executive dysfunction often present in individuals who have sustained a TBI is problematic
There were nine assignments in which time adherence was not measurable (2.5 in average per week) because the participant did not specify the exact times for a summary report in his morning plan
Summary
An email intervention for two individuals with TBI was conducted to investigate if this electronic medium shows potential as a therapeutic delivery method. In an effort to improve the ecological validity of intervention when addressing executive dysfunction, Ylvisaker and colleagues suggested interventions using Goal-Plan-Do-Review format (Ylvisaker & DeBonis, 2000; Ylvisaker & Feeney, 1998; Ylvisaker & Szekeres, 1989) This technique incorporates intervention in everyday routines and support by the network of people around the impaired person. Each participant reported satisfactory achievement in postsecondary academics and the work place with long-term follow-up The results of this supportive intervention were replicated in another single-subject experiment of two young children with TBI (Feeney & Ylvisaker, 2006). The Goal-Plan-Do-Review intervention seemed highly beneficial in that the participants applied the skills obtained from their routine-based intervention to real-life settings (Ylvisaker & DeBonis, 2000)
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