Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case,experimental study

Abstract

BACKGROUND:

Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC.

OBJECTIVE:

This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting.

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.

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).

CONCLUSIONS:

Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI.