TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions.
OBJECTIVE
The purpose of this pilot study was to evaluate an instructional package that facilitates learning and retention of multi-step procedures for persons with severe memory and executive function impairments resulting from traumatic brain injury.


METHODS
The study used a multiple baseline across participants design.


METHODS
Four participants, two males and two females, ranging in age from 36-58 years, were taught a 7-step e-mail task. The instructional package (TEACH-M) was the experimental intervention and the number of correct e-mail steps learned was the dependent variable.


RESULTS
Treatment effects were replicated across the four participants and maintained at 30 days post-treatment. Generalization and social validity data further supported the treatment programme.


CONCLUSIONS
The results suggest that individuals with severe cognitive impairments are capable of learning new skills. Directions for future research include application of the instructional package to other multi-step procedures.
Ehlhardt
L A
LA
Teaching Research Institute-Eugene, Western Oregon University, Eugene, OR 97401, USA. lehlhart@oregon.uoregon.edu
Sohlberg
M M
MM
Glang
A
A
Albin
R
R
D000328:Adult; D001930:Brain Injuries / Q000534:rehabilitation*; D003072:Cognition Disorders / Q000534:rehabilitation*; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D003194:Computer-Assisted Instruction / Q000379:methods*; D034742:Electronic Mail; D005260:Female; D006801:Humans; D008297:Male; D008569:Memory Disorders / Q000534:rehabilitation*; D008875:Middle Aged; D010865:Pilot Projects