Errorless Training Research Articles

Errorless Training Benefits Motor Learning and Kinematic Outcomes in Children With Autism Spectrum Disorders.

Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children's ability to learn golf putting. Participants (N = 20), aged 9-13years (M = 10.15, SD = 1.4), were randomly assigned to either: (a) an errorless (ER) training group (n = 10) or (b) an explicit instruction (EI) group (n = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention (p < .028) and transfer learning (p < .047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD.

The Role of Errors based on the Complexity in Learning a Motor Sequential Task in Elderly Women

Introduction: One of the most important topics in the field of movement behavior is the acquisition of movement sequences, which is an important part of every person's life and the basis of many intelligent human behaviors. The aim of the study was to investigate the effectiveness of errorfull and errorless training based on complexity in the acquisition, retention and transfer of a motor sequential task in elderly women with emphasis on processing needs.&#x0D; &#x0D; Methods: This semi-experimental study was conducted on 30 healthy elderly women over 60 years of age that were selected and randomly allocated into errorless and errorful groups. Then, they performed a sequence motor task assigned by the Serial Reaction Time Task software in the three phases of acquisition, retention, and transfer. In order to analyze the data, ANOVA with repeated measures, Wilcoxon test, Mann-Whitney U test and the independent samples t-test were conducted.&#x0D; &#x0D; &#x0D; Conclusion: Errorfull and errorless training are effective on reaction time and amount of errors in the retention and transfer stages of a motor sequential task in elderly women. However, It is suggested that trainers use errorfull training methods in motor sequential tasks in order to reduce the error rate and provide a more optimal learning environment.

Errorless Training Improves Performance Even Under Conditions of Cognitive and Physical Fatigue

Errorless Training Improves Performance Even Under Conditions of Cognitive and Physical Fatigue

Using Errorless Learning and Discrimination Training to Teach Early Literacy Skills in a Pre-School Setting

This case study investigates the effects of using an intervention package of errorless learning and discrimination trial training to teach a 4-year old preschool student to read Consonant-Vowel-Consonant (CVC) words. A single case multiple baseline design across three equal instructional sets was used to evaluate the effects of the intervention package. Each set contained six CVC words incorporating words with each of the five vowels. The results of this study indicate that utilizing both errorless learning and discrimination training to teach a preschool student how to read CVC words was effective. In addition, generalization assessments post-intervention showed an increase in (a) mastering new unknown CVC words, as well as (b) book text reading.

Are people with mild dementia able to (re)learn how to use technology? A literature review.

There is growing evidence that people with mild dementia can benefit from using tablets and apps. Due to their cognitive decline, people with dementia need support in learning how to use these devices. The objective of this review was to identify which training interventions work best to help people with mild dementia (re)learn how to use technologies, including handheld touchscreen devices. Because the uptake of these devices in people with dementia is quite new, training interventions for the use of other technologies were also included, such as technologies assisting people in Instrumental Activities of Daily Living (IADL). An electronic search was conducted in the following databases: PubMed, APA PsycInfo (EBSCO), and CINAHL (EBSCO). Themes discussed include the learning effects; training method (e.g. errorful (EF) and errorless (EL) learning); training intensity and setting; technology task type; dementia type and severity; and study design and outcome measures. In total, 16 studies were included. All studies reported positive learning effects and improved task performance in people with dementia, regardless of dementia severity, training intensity, setting, and the method used. Although the EL training method was successful more often than the EF training method, it would be inappropriate to conclude that the EL method is more effective, because the majority of studies only investigated EL training interventions with (multiple) single-case study designs. Future research should consider using more robust study designs, such as RCTs, to evaluate the effectiveness of training interventions for (re)learning technology-orientated tasks, including operating handheld touchscreen devices.

Errorless Psychomotor Training Modulates Visuomotor Behaviors Among Older Adults

Abstract. This study investigated whether errorless psychomotor training with psychological manipulation could modify visuomotor behaviors in an everyday reaching motor task for older adults, and whether its benefits could be transferrable. A group of 36 older adults (mean age = 71.06, SD = 5.29) were trained on a reaching motor task (lifting a handled mug to a target) utilizing errorless, errorful, or normal psychomotor training. Results indicated that errorless psychomotor training decreased the reaching distance away from the target and the jerkiness of acceleration during the reaching task and transfer test. Errorless psychomotor training also reduced the duration of gaze fixation as well as horizontal and vertical eye activity. Our findings implicated that errorless psychomotor training could improve movement accuracy and alleviate movement variability during reaching by older adults.

Process evaluation of the FindMyApps program trial among people with dementia or MCI and their caregivers based on the MRC guidance

Background: People with dementia can improve their wellbeing by using touchscreen technology. FindMyApps is a program comprising of a web-based selection-tool and an errorless learning training to help people with dementia and their caregivers find suitable apps which can improve their self-management and engagement in meaningful activities. This process evaluation was conducted as part of an exploratory pilot trial into FindMyApps and involved a sample of the participants in this trial. Objective: To evaluate which factors might influence the trial outcomes, according to the Medical Research Council (MRC) guidance. Contextual, implementation, and mechanisms of impact factors that may have influenced trial outcomes were evaluated. Method: Quantitative and qualitative data were collected from semi-structured interviews (SSIs) with participants from both trial arms and other stakeholders. The SSI designed for this study comprised closed and open questions, based on the MRC process evaluation guidance. Twenty people with mild dementia or Mild Cognitive Impairment (MCI) and their caregivers were recruited in the Netherlands. Exclusion criteria were severe sight problems or moderate to severe dementia. All participants received a tablet computer for three months. Dyads in the experimental group were taught to use the tablet and FindMyApps tool by the ‘errorless learning’ method, to help them find apps for self-management and meaningful activities. Dyads in the control group received general instruction in tablet use and a list of websites with potentially useful apps. Results: Important themes identified included participants experiencing technical problems and variable quality of training in the use of the FindMyApps selection-tool. Dyads did not use FindMyApps-tool regularly, but frequently used the apps they found through FindMyApps and experienced them as useful and enjoyable. Conclusion: The tablet-based FindMyApps intervention is experienced as user-friendly and useful by people with dementia/MCI and their informal caregivers. Several adaptations to the trial protocol are recommended, to ensure robust outcomes of a definitive effectiveness trial of FindMyApps.

Effectiveness of error management training in the hospitality industry: Impact on perceived fairness and service recovery performance

Hospitality employees make errors given the characteristics of the service product. The way employees handle errors is largely determined by the training they receive. This research examined the impact of three training types on employees’ service recovery performance: errorless training, error avoidance training, and error management training. The mediating effect of perceived fairness between training types and service recovery performance was also examined. A scenario-based experimental research design in a restaurant setting was used in this study. The data was collected from 109 frontline hospitality employees in the United States (in Study 1) and from 155 foodservice professionals in China (in Study 2). Results indicated that error management training has a stronger impact on service recovery performance and perceived fairness compared to errorless and error avoidance training. The mediation effect of perceived fairness was also found. All hypotheses were supported and the findings were consistent in both studies.

The effect of errorless motor training on visuomotor behaviors in the goal-directed reaching by older adults

The effect of errorless motor training on visuomotor behaviors in the goal-directed reaching by older adults

Errorless (re)learning of everyday activities in patients with Korsakoff’s syndrome: A feasibility study

ABSTRACTErrorless 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.

ERRORLESS TRAINING CHANGES VISUOMOTOR CONTROL IN REACHING UNDER VISUAL DEFICIENCY AMONG OLD ADULTS

Aging problems influence older adults on motor learning and control, such as coordination difficulties. Errorless training, aiming to prevent the accumulation of explicit knowledge in movement execution, is regarded as a potential training method to obtain motor benefit through visuomotor adaptation.Twenty-two right-handed healthy older adults (Mean age= 70.07 years, SD =2.37) with normal or corrected-to-normal vision participated in the study and were trained to do a reaching task in the scenarios of changing the target size that minimized or promoted movement errors (i.e., errorless or errorful groups, respectively). The simulated vision deficiency was conducted by blocking parts of visual feedback of the hand controlled mouse cursor. Gaze behaviors and motor performance data was recorded by the EyeLink (SR Research, Canada).Both errorless and errorful training groups improved participants’ motor performance in reaching under simulated vision deficiency. However, only errorless training but not errorful training could decrease reaching movement time with improvement in reaching accuracy. Additionally, different training methods affected gaze behaviors differently. Errorless training group demonstrated a significant decrease in first fixation duration on the target (p<.001) while errorful and normal training groups increased the duration. Participants in the errorless training group conducted more tracking actions to enter or leave the target area (p=.011), implying that perceptive dependence might be transformed from vision to proprioception.Errorless training affects gaze behaviors and motor performance positively during simple reaching task in older adults and might change the visuomotor control in reaching under the limited visual information situation by inducing a decrease in the dependence on vision with compensation by the proprioception.

The role of errorful and errorless training on error detection and learning of tracking task

The aim of this study is to investigate errorful and errorless training methods on detecting error in tracking task. 24 students of Allameh Tabataba'i University (Age = 23± 2.8 yrs.) were randomly selected to perform a computerized tracking test. The participants underwent a pre-test after being given verbal instructions and were divided into two groups of errorful and errorless training according to the test results. The errorless training group, during task performance, saw the target path and the path they were tracking as a diagram and detected errors according to the difference between the two paths. But the errorful training group attained the task goal by trial-and-error. Each group underwent 30 tests in 3 seperate sessions with a recovery period of 24 h in-between. The results showed the significant effect of errorful and errorless training on the progress of detecting errors in acquisition and retention stages of tracking task. Furthermore, a significant difference has been identified between the effects of errorful and errorless training methods on the acquisition and retention of tracking task. This difference was in favor of the errorless training group and this group's progress in detecting errors was more than the errorful training group. The results showed that in addition to the influence of errorful and errorless training methods on detecting error in tracking task, there is a difference between the effect of these methods in detecting error and the errorless training method has a more positive effect on participants' error detecting ability in the tracking task.

The role of errorful and errorless training on error detection and learning of tracking task

The role of errorful and errorless training on error detection and learning of tracking task

Skills for life – evaluation of a group intervention for brain injury survivors

Purpose– The purpose of this paper is to evaluate a weekly, group-based occupational therapy (OT) intervention in an inpatient brain injury rehabilitation unit. The evaluation aims to assess whether this intervention incorporates evidence-based recommendations for executive functioning and positive social interactions.Design/methodology/approach– A literature review was carried out to identify those components deemed most effective for improvements of executive functions and group interventions. Systematic observations of the intervention were used to collect data matching the research requirements. The group intervention which was subject to the evaluation was a weekly OT activity called Life Skills Group. Participants were four brain injured patients, aged between 49 and 62 years and on average 4.5 month post injury. The group activities included the preparation, cooking and consuming of a meal.Findings– Some elements of evidence-based procedure for executive functioning training were observed, including repeated practice and errorless learning. The group provided opportunities for social interaction and peer support/modelling. The evaluation indicated opportunities for improving executive functions within the Life Skills Group setting, for instance, the consistent use of errorless practice, repetition and meta-strategy training. Social interventions were mainly initiated by the facilitation therapists and opportunities for social skills training and positive interactions between participants were overlooked. The evaluation concludes in a set of recommendations aimed at optimising the effectiveness of future groups.Originality/value– This paper gives an example how the use of research evidence can influence and optimise cognitive rehabilitation, social training and group interventions. Thus it is an attempt to highlight how occupational interventions and social interactions can be improved by a systematic evaluation. The evaluation provides a framework for how OT and social interventions can be planned, implemented and researched which will hopefully increase systematic outcomes studies in this field in the future.

Evaluation of a computer-assisted errorless learning-based memory training program for patients with early Alzheimer's disease in Hong Kong: a pilot study.

BackgroundImproving 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.MethodsA 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.ResultsPositive 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.ConclusionPositive 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.

Errorless learning in cognitive rehabilitation: A critical review

Cognitive rehabilitation research is increasingly exploring errorless learning interventions, which prioritise the avoidance of errors during treatment. The errorless learning approach was originally developed for patients with severe anterograde amnesia, who were deemed to be at particular risk for error learning. Errorless learning has since been investigated in other memory-impaired populations (e.g., Alzheimer's disease) and acquired aphasia. In typical errorless training, target information is presented to the participant for study or immediate reproduction, a method that prevents participants from attempting to retrieve target information from long-term memory (i.e., retrieval practice). However, assuring error elimination by preventing difficult (and error-permitting) retrieval practice is a potential major drawback of the errorless approach. This review begins with discussion of research in the psychology of learning and memory that demonstrates the importance of difficult (and potentially errorful) retrieval practice for robust learning and prolonged performance gains. We then review treatment research comparing errorless and errorful methods in amnesia and aphasia, where only the latter provides (difficult) retrieval practice opportunities. In each clinical domain we find the advantage of the errorless approach is limited and may be offset by the therapeutic potential of retrieval practice. Gaps in current knowledge are identified that preclude strong conclusions regarding a preference for errorless treatments over methods that prioritise difficult retrieval practice. We offer recommendations for future research aimed at a strong test of errorless learning treatments, which involves direct comparison with methods where retrieval practice effects are maximised for long-term gains.

Operations analysis of behavioral observation procedures: a taxonomy for modeling in an expert training system

This article introduces a taxonomy based on a procedural operations analysis (Verplanck, 1996) of various method descriptions found in the behavior observation research literature. How these alternative procedures impact the recording and subsequent analysis of behavioral events on the basis of the type of time and behavior recordings made is also discussed. The taxonomy was generated as a foundation for the continuing development of an expert training system called Train-to-Code (TTC; J. M. Ray & Ray, (Behavior Research Methods 40:673-693, 2008)). Presently in its second version, TTC V2.0 is software designed for errorless training (Terrace, (Journal of the Experimental Analysis of Behavior 6:1-27, 1963)) of student accuracy and fluency in the direct observation and coding of behavioral or verbal events depicted via digital video. Two of 16 alternative procedures classified by the taxonomy are presently modeled in TTC's structural interface and functional services. These two models are presented as illustrations of how the taxonomy guides software user interface and algorithm development. The remaining 14 procedures are described in sufficient operational detail to allow similar model-oriented translation.

Errorless learning of a conditional temporal discrimination.

In the present study we extended errorless learning to a conditional temporal discrimination. Pigeons' responses to a left-red key after a 2-s sample and to a right-green key after a 10-s sample were reinforced. There were two groups: One learned the discrimination through trial and error and the other through an errorless learning procedure. Then, both groups were presented with three types of tests. First, they were exposed to intermediate durations between 2 s and 10 s, and given a choice between both keys (stimulus generalization test). Second, a delay from 1 s to 16 s was included between the offset of the sample and the onset of the choice keys (delay test). Finally, pigeons learned a new discrimination in which the stimuli were switched (reversal test). Results showed that pigeons from the Errorless group made significantly fewer errors than those in the Trial-and-Error group. Both groups performed similarly during the stimulus generalization test and the reversal test, but results of the delay test suggested that, on long stimulus trials, responding in the errorless training group was less disrupted by delays.

Errorless versus errorful training of spelling in individuals with acquired dysgraphia

We examined effects of error production in training of spelling in four individuals with stroke-induced dysgraphia. In a single participant crossover design, we provided errorless and errorful spelling training in counterbalanced phases. Improvements in spelling to dictation (large effect sizes) were evident for trained words in all participants following both errorful and errorless training phases, with some advantage of errorful over errorless for three of four participants. Little generalisation was noted for untrained control words. Post-treatment improvements were also noted in a standardised writing test in three of four participants. At one month after training completion, gains were largely maintained for trained words, again with larger effect sizes for errorful than errorless words in three of four participants. However, despite benefits for errorful training, participants stated a preference for the less frustrating errorless training protocol.

Do errors matter? Errorless and errorful learning in anomic picture naming

Errorless training methods significantly improve learning in memory-impaired patients relative to errorful training procedures. However, the validity of this technique for acquiring linguistic information in aphasia has rarely been studied. This study contrasts three different treatment conditions over an 8 week period for rehabilitating picture naming in anomia: (1) errorless learning in which pictures are shown and the experimenter provides the name, (2) errorful learning with feedback in which the patient is required to generate a name but the correct name is then supplied by the experimenter, and (3) errorful learning in which no feedback is given. These conditions are compared to an untreated set of matched words. Both errorless and errorful learning with feedback conditions led to significant improvement at a 2-week and 12–14-week retest (errorful without feedback and untreated words were similar). The results suggest that it does not matter whether anomic patients are allowed to make errors in picture naming or not (unlike in memory impaired individuals). What does matter is that a correct response is given as feedback. The results also question the widely held assumption that it is beneficial for a patient to attempt to retrieve a word, given that our errorless condition involved no retrieval effort and had the greatest benefits.