TY  - JOUR
PY  - 2015//
TI  - Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: a single case, experimental study
JO  - NeuroRehabilitation
A1  - Ehlhardt Powell, Laurie
A1  - Glang, Ann
A1  - Pinkelman, Sarah
A1  - Albin, Richard
A1  - Harwick, Robin
A1  - Ettel, Deborah
A1  - Wild, Michelle
SP  - 437
EP  - 447
VL  - 37
IS  - 3
N2  - BACKGROUND: Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury (ABI). Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. <br><br>OBJECTIVE: This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. <br><br>METHODS: The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. <br><br>RESULTS: Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). <br><br>CONCLUSIONS: Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive challenges following ABI.<p />  <p>Language: en</p>
LA  - en
SN  - 1053-8135
UR  - http://dx.doi.org/10.3233/NRE-151272
ID  - ref1
ER  -