Session | Error-based learning (EBL) | Errorless learning (ELL) |
---|---|---|
Session 1: role reversal or modeling | Role reversal: therapist makes a number of errors across all steps of the activity (for example, incorrect sequence, omitting a step). | Modeling: therapist describes out loud and models correct performance of each action during all activity steps. |
Participant checks the instructions to identify the therapist’s errors, pauses the task and describes the corrective action (with prompts if needed). | Participant reads instructions and observes therapist’s correct actions on each step. | |
Post-task review of errors during each step and corrective strategies. | Post-task review of the correct performance on each step. | |
Participant completes the activity according to the EBL procedures with post-task discussion of errors and their significance (for example, memory problems). | Participant completes the activity steps according to the ELL procedures with post-task discussion reinforcing error-free performance. | |
Sessions 2 to 3, 5 to 7: skill practice | Participant previews the task and makes self-predictions of possible errors for each step and planned strategy use (for example, use timer for cooking). | Therapist reviews the activity with the participant and breaks each step into smaller sets of action. |
Participant follows activity instructions with the therapist observing, but not directing his/her actions. | Therapist initially models each action (for example, measure the rice) and participants copy the action. | |
When an error is observed the therapist delays responding for up to 10 seconds to allow participants to self-correct the error. | Therapist anticipates errors and provides a high level of cuing to guide participant’s actions to avoid opportunities for making errors. | |
If an error is not self-corrected, therapists provide a non-specific prompt (‘Can you stop and check what you need to do’). | If an error occurs, the correct action is modeled and practiced until performance is error free. | |
Post-task self-evaluation of performance with goals set to improve in target areas. | Post-task positive reinforcement for correct performance. | |
Sessions 4 and 8: skill mastery | Pre-task discussion and on-task prompting targets participant’s awareness and correction of any errors on the activity. | Pre-task review and repeated practice and reinforcement of correct actions within each step. |
Therapist systematically fades prompts to support independent and self-directed checking and strategy use. | Therapist maintains a high level of cuing to ensure error-free performance and habits. |