EBP Compendium: Summary of Systematic Review
Academy of Neurologic Communication Disorders and Sciences; American Speech-Language-Hearing Association; Department of Veterans Affairs
Instructional Techniques in Cognitive Rehabilitation: A Preliminary Report
Sohlberg, M. M., Ehlhardt, L., et al.
Seminars in Speech and Language, 26(4), 268-279.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a review of the literature on instructional techniques from the fields of special education and neuropsychological rehabilitation in order to develop a set of principles to guide treatment in adults and children with acquired brain injury (ABI).
What is the best approach when teaching individuals with moderate or severe cognitive impairments to learn new information or skills?
Population: Literature from the fields of special education and neuropsychological rehabilitation is reviewed in order to provide clinicians principles to guide their treatment with individuals with acquired brain injury.
Intervention/Assessment: Instructional techniques in cognitive rehabilitation
Number of Studies Included: Over 30
Years Included: 1994 - 2005
- Instructional Memory Treatments
- The findings from this review support the use of several instructional techniques and that “overall, there is increasing evidence that learners with severe cognitive impairments can learn new skills and information when provided with systematic instruction” (p. 276).
- The authors stated that “errorless learning techniques have been shown to be effective for individuals with severe declarative memory impairments in a variety of etiologies, including TBI” (p. 276).
Keywords: Brain Injury, Stroke, Cognitive Rehabilitation, Memory
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Added to Compendium: January 2012