The Novel Application of an Integrative Measure; Self-Regulated Learning in Adult TBI
Hana Miric1, Asha Vas2, Sandra Chapman3; 1UTD, 2TWU, 3UTD
Goals: 1) To compare performance on integrative executive function of self-regulated learning, component executive functions of inhibition, switching and working memory, and immediate memory between adults with TBI and controls; 2) to examine sensitivity and specificity of self-regulated learning metric; 3) to compare the discriminative abilities of the experimental self-regulated learning metric with measures of inhibition, switching, working memory and immediate memory-all engaged in self-regulated learning. Methods: 95 persons have completed 3 hours of cognitive assessment. The group with TBI and controls were comparable on indices of age, gender, education and IQ. General linear model and discriminant factor analysis have been conducted. Summary of the results: 1) The group with TBI performed significantly lower than control group on self-regulated learning, as well as on component executive functions. Immediate memory was comparable between the two groups. 2) Self-regulated learning test alone has correctly identified 70% of TBI and 75% of control cases-the sensitivity and specificity higher than of any other executive function or immediate memory measure taken alone. 3) The only higher discriminative power has been found in combination with working memory and inhibition. This triad contributed with only modest (2%) improvement in discriminability of self-regulated learning alone. Conclusions: Deficits in component executive functions were not clinically significant, the only between group difference>2SD has been found on self-regulated learning performance. The experimental self-regulated learning metric is a valuable adjunct tool in following long-term recovery in TBI. The potential of training self-regulated learning in order to improve global outcomes should be investigated.
Topic Area: EXECUTIVE PROCESSES: Other