scholarly journals Evaluating the Efficacy of a Cognitive Skills Training Program for Spanish-Speaking Adults with Subjective Cognitive Complaints

2019 ◽  
Vol 34 (7) ◽  
pp. 1270-1270
Author(s):  
Y Patino ◽  
P Sinclair ◽  
J Osher ◽  
K Torres
Keyword(s):  
Training Program ◽  
Cognitive Performance ◽  
Cognitive Training ◽  
Cultural Sensitivity ◽  
Cognitive Skills ◽  
Skills Training ◽  
Spanish Version ◽  
Cognitive Complaints ◽  
Spanish Speaking ◽  
Subjective Cognitive Complaints

Abstract Objective The purpose of this pilot study was to examine the efficacy of a five-week Spanish cognitive skills training program on 18 participants with subjective cognitive complaints. Participants and Method Eighteen Spanish-speaking participants completed a series of cognitive and emotional measures pre- and post-training, including objective measures of cognitive functioning (Montreal Cognitive Assessment, Spanish-version; MoCA), self-reported mood measures (Beck Depression Inventory, BDI; Beck Anxiety Inventory, BAI-Spanish version), and subjective cognitive complaints questionnaire (Subjective Cognitive Decline Questionnaire, Spanish version). Drawing from existing literature on effective interventions for subjective cognitive impairment (Reijnders et al., 2015), this research focused on delivering a five-week intervention program in Spanish, which included psychoeducation on cognition, cognitive strategy training, and applied practice of mindfulness techniques. Furthermore, this intervention incorporated Personalismo and indirect communication, which was applied by engaging with participants in a warm and culturally appropriate manner (Jiménez et al., 2014). Results Participants demonstrated significant improvement in overall MoCA scores. Improvements in subjective cognitive performance, as well as decreases in depression and anxiety (as indicated by the BDI and BAI, respectively) were noted. Results also showed that changes in mood, anxiety, and subjective cognitive performance were not predictive of improvements in MoCA performance, lending support to the hypothesis that skills learned in the program contributed to improved cognitive performance. Conclusions Overall, these results demonstrate that linguistically and culturally tailored psychoeducation regarding cognition, cognitive skills training, and mindfulness, can positively impact subjective and objective cognitive performance, as well as psychological wellbeing among Spanish-speaking adults. References Jiménez, A.L., Alegría, M., Camino-Gaztambide, R.F., & Zayas I, L.V. (2014) Cultural sensitivity: What should we understand about Latinos? In R. Parekh (ed.) The Massachusetts General Hospital Textbook on Diversity and Cultural Sensitivity in Mental Health (pp.61-70). New York, NY: Springer. Rebok, G. W., Ball, K., Guey, L. T., Jones, R. N., Kim, H. Y., King, J. W., … ACTIVE Study Group (2014). Ten-year effects of the advanced cognitive training for independent and vital elderly cognitive training trial on cognition and everyday functioning in older adults. Journal of the American Geriatrics Society, 62(1), 16–24. doi:10.1111/jgs.12607.

Effects of social-cognitive training on students' empathy 1The study is a part of the project “Evaluation of cognitive skills training in the county of Hordaland”. The training program was initiated and funded by the National Education Office of Hordaland County, which also initiated the evaluation. This latter stage has been funded by a grant from the Royal Ministry of Education, Research and Church Affairs in Norway.

2001 ◽  
Vol 60 (2) ◽  
pp. 82-88 ◽  
Author(s):  
Terje Manger ◽  
Ole-Johan Eikeland ◽  
Arve Asbjørnsen
Keyword(s):  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Skills Training ◽  
Rating System ◽  
Ministry Of Education ◽  
Social Skills Rating System ◽  
National Education ◽  
School Based

The study evaluated the effect of a school-based social-cognitive training program on 14- and 15-year-old students'empathy. Two instruments were used, an empathy subscale derived from Gresham and Elliot's Social Skills Rating System and Olweus' Empathic Responsiveness Questionnaire. Significant shifts in the direction of higher empathy were found for students in the training condition but not for students in the comparison condition. No interaction effects between condition (training or comparison) and students' sex were found.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

Evaluation of a Novice Driver CD-Rom Based Training Program: A Simulator Study

2000 ◽  
Vol 44 (11) ◽  
pp. 334-337 ◽  
Author(s):  
Michael. A. Regan ◽  
Thomas J. Triggs ◽  
Stuart T. Godley
Keyword(s):  
Training Program ◽  
Cognitive Skills ◽  
Driving Simulator ◽  
Skills Training ◽  
Instructional Effectiveness ◽  
Research Centre ◽  
Cd Rom ◽  
Accident Research ◽  
Novice Driver ◽  
Simulator Study

The Monash University Accident Research Centre (MUARC) in Melbourne, Australia, recently completed research which culminated in the development of a CD ROM-based perceptual and cognitive skills training product for young novice car drivers. This paper describes the design of an experiment, using an advanced driving simulator located at MUARC, to evaluate the instructional effectiveness of the product.

scholarly journals Evaluating the Linguistic Appropriateness and Cultural Sensitivity of a Self-Report System for Spanish-Speaking Patients with Cancer

2014 ◽  
Vol 2014 ◽  
pp. 1-13 ◽  
Author(s):  
Cindy Tofthagen ◽  
Barbara Halpenny ◽  
Maribel Melendez ◽  
Laura Gonzalez ◽  
Veronica Sanchez Varela ◽  
...  
Keyword(s):  
Focus Groups ◽  
Cultural Sensitivity ◽  
Assessment Tool ◽  
Healthcare Providers ◽  
The United States ◽  
Spanish Speakers ◽  
Self Report ◽  
Spanish Version ◽  
Spanish Speaking ◽  
Sensitivity Assessment

Spanish speakers in the United States encounter numerous communication barriers during cancer treatment. Communication-focused interventions may help Spanish speakers communicate better with healthcare providers and manage symptoms and quality of life issues (SQOL). For this study, we developed a Spanish version of the electronic self-report assessment for cancer (ESRA-C), a web-based program that helps people with cancer report, track, and manage cancer-related SQOL. Four methods were used to evaluate the Spanish version. Focus groups and cognitive interviews were conducted with 51 Spanish-speaking individuals to elicit feedback. Readability was assessed using the Fry readability formula. The cultural sensitivity assessment tool was applied by three bilingual, bicultural reviewers. Revisions were made to personalize the introduction using a patient story and photos and to simplify language. Focus group participants endorsed changes to the program in a second round of focus groups. Cultural sensitivity of the program was scored unacceptable (x¯=3.0) for audiovisual material and acceptable (x¯=3.0) for written material. Fry reading levels ranged from 4th to 10th grade. Findings from this study provide several next steps to refine ESRA-C for Spanish speakers with cancer.

scholarly journals F74. CLINICAL SYMPTOMS AND NOT OBJECTIVE COGNITIVE PERFORMANCE DRIVE SUBJECTIVE COGNITIVE COMPLAINTS IN PATIENTS WITH SCHIZOPHRENIA

2018 ◽  
Vol 44 (suppl_1) ◽  
pp. S248-S248
Author(s):  
Jack Cotter ◽  
Kiri Granger ◽  
John Evenden ◽  
Jennifer Barnett ◽  
Michael Sand
Keyword(s):  
Cognitive Performance ◽  
Clinical Symptoms ◽  
Cognitive Complaints ◽  
Subjective Cognitive Complaints

What Do Cognitive Complaints in a Sample of Memory Clinic Outpatients Reflect?

GeroPsych ◽  
2011 ◽  
Vol 24 (4) ◽  
pp. 187-195 ◽  
Author(s):  
Anna Mascherek ◽  
Daniel Zimprich ◽  
Roland Rupprecht ◽  
Frieder R. Lang
Keyword(s):  
Cognitive Impairment ◽  
Cognitive Functioning ◽  
Cognitive Performance ◽  
Semantic Fluency ◽  
Regression Analyses ◽  
Memory Clinic ◽  
Cognitive Complaints ◽  
Cognitive Measures ◽  
Conflicting Evidence ◽  
Subjective Cognitive Complaints

Conflicting evidence exists concerning the value of cognitive complaints in the course of assessing cognitive performance in individuals. The present study examines whether cognitive complaints are differentially related to cognitive functioning in groups with different diagnoses. 169 older outpatients (76 years on average) were divided into three groups and diagnosed with subjective cognitive complaints, mild cognitive impairment, or dementia. They were then administered a self-rating questionnaire on cognitive complaints, with semantic fluency and global cognitive functioning being assessed as cognitive measures. Multiple regression analyses revealed that, after controlling for depression, age, sex, and education, global cognitive functioning was not related to cognitive complaints. Semantic fluency was related to cognitive complaints depending on the group. Results suggest that cognitive complaints reflect, in part, actual cognitive performance.

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