Extensions of Errorless Learning for Social Problem-Solving Deficits in Schizophrenia.
Objective: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching entry-level job tasks. Ho...
| Publicado en: | American Journal of Psychiatry Vol. 162; no. 3; pp. 513 - 520 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Psychiatric Publishing, Inc.
March 2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=513186326&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 513186326 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0002953X API jtl: American Journal of Psychiatry issn: 0002953X maglogo: N pubinfo: dt: March 2005 vid: 162 iid: 3 pid: 37323 pub: American Psychiatric Publishing, Inc. artinfo: ui: 513186326 10.1176/appi.ajp.162.3.513 ppf: 513 ppct: 7 formats: tig: atl: Extensions of Errorless Learning for Social Problem-Solving Deficits in Schizophrenia. aug: au: Kern, Robert S. Green, Michael F. Mitchell, Sharon su: Problem solving Schizophrenia Mental illness treatment sug: subj: Problem solving Schizophrenia Mental illness treatment ab: Objective: There is a clear need to develop psychosocial rehabilitation methods that compensate for neurocognitive deficits common to persons with severe and persistent mental illness. Errorless learning, a compensatory training intervention, has been successful in teaching entry-level job tasks. However, errorless learning's applicability to broader, more complex functions is unknown. The present study tested the extension of errorless learning for deficits in social problem-solving skills in patients with schizophrenia. Method: Sixty clinically stable outpatients with schizophrenia or schizoaffective disorder were stratified by gender and level of memory impairment before being randomly assigned to one of two training programs: errorless learning or symptom management. Groups were matched for training time, format and structure of training, and types of teaching aids used. Social problem-solving ability, measured by the Assessment of Interpersonal Problem-Solving Skills, was assessed at baseline, within 2 days of training completion, and after 3 months. Dependent measures were the scores for the receiving, processing, and sending skills areas from the Assessment of Interpersonal Problem-Solving Skills. Results: A repeated-measures analysis of covariance was conducted for each dependent measure with baseline Assessment of Interpersonal Problem-Solving Skills score entered as a covariate. For all three skills, there was a significant training group effect favoring errorless learning. Durability of errorless learning training effects extended to the 3-month follow-up assessment for processing and sending skills but not receiving skills. Conclusions: Results support the extension of errorless learning to complex functions such as social problem-solving skills in the rehabilitation of persons with schizophrenia. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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