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BACKGROUND/AIM Persons with brain injury frequently demonstrate decreased ability to monitor and apply strategies learned in treatment to everyday situations. The aim of this study is to refine, explore and provide preliminary testing of the multicontext approach in promoting strategy use across situations and increasing self-regulation, awareness and(More)
People with traumatic brain injury (TBI) experience memory and learning difficulties. Difficulty in the initial acquisition of information is a primary reason people with TBI experience difficulties in learning and memory. Treatment focusing on improving the acquisition of information will likely improve both recall and recognition performance. In the(More)
The present study examined the utility of using spaced learning trials (when trials are distributed over time) versus massed learning trials (consecutive learning trials) in the acquisition of everyday functional tasks. In a within-subjects design, 20 participants with multiple sclerosis (MS) and 18 healthy controls (HC) completed two route learning tasks(More)
The present study examined the relationship between executive function, self-awareness and everyday functional competence in individuals with brain injuries. Executive function was assessed using measures of categorization and deductive reasoning ability, both of which were shown by multiple regression analysis to make significant contributions to the(More)
AIM To examine the effects of an awareness training protocol embedded within the practice of instrumental activities of daily living (IADLs) in participants with acquired brain injury on levels of self-awareness and functional performance. METHODS This study used a randomized control trial design: 10 participants with moderate-to-severe brain injury(More)
OBJECTIVE To examine the utility of using a self-generation strategy to improve learning and performance of everyday functional tasks in persons with multiple sclerosis (MS). DESIGN Mixed-design with both a within- and between-subject factor. SETTING Nonprofit rehabilitation research institution. PARTICIPANTS Participants (n=20) with MS and healthy(More)
Research has indicated that many people with traumatic brain injury (TBI) experience learning and memory difficulties because of impairments in the initial acquisition of information. We examined a strategy, the spacing effect, known to enhance new learning in a laboratory setting in healthy control participants (HCs) and in people with TBI. The spacing(More)
BACKGROUND Forgetfulness occurs commonly in people with multiple sclerosis (MS), but few treatments alleviate this problem. OBJECTIVE This study examined the combined effect of two cognitive rehabilitation strategies to improve learning and memory in MS: self-generation and spaced learning. The hypothesis was that the combination of spaced learning and(More)
OBJECTIVE To examine self-awareness of neurobehavioral symptoms in multiple sclerosis (MS) across three domains of function (apathy, disinhibition, and executive control), and examine the relationship between self-awareness and cognitive functioning. METHODS Twenty-six individuals with MS completed neuropsychological testing, measures of emotional(More)
This experiment was designed to investigate the varying conditions of contextual interference within three age groups. 40 5-yr.-olds, 40 7-yr.-olds, and 40 11-yr.-olds practiced the task of throwing beanbags under either low contextual interference (blocked practice), high contextual interference (random practice), or medium contextual interference(More)