Cognitive Remediation for Psychological Disorders

2017 ◽  
Author(s):  
Alice Medalia ◽  
Tiffany Herlands ◽  
Alice Saperstein ◽  
Nadine Revheim
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Skills ◽  
Behavioral Treatment ◽  
Learning Experience ◽  
Cognitive Remediation ◽  
Mental Illnesses ◽  
Independent Learning ◽  
Evidence Based ◽  
Everyday Functioning ◽  
Educational Approach

Individuals with serious and persistent mental illnesses, including schizophrenia and affective disorders, often experience cognitive deficits that make it difficult to perform everyday tasks. For example, they may have difficulty with attention, memory, processing speed, and problem solving, and this may interfere with functioning at work, school, and in social situations. Cognitive remediation is an evidence-based behavioral treatment for people who are experiencing cognitive impairments that interfere with role functioning. This edition contains all the information needed to set up a cognitive remediation program so clients can strengthen the cognitive skills needed for everyday functioning. The program described is called Neuropsychological and Educational Approach to Remediation (NEAR), which is an evidence-based approach to cognitive remediation that uses carefully crafted instructional techniques that reflect an understanding of how people learn best. The goals of NEAR are to provide a positive learning experience, to promote independent learning, and to promote optimal cognitive functioning in daily life. This second edition of the popular 2009 therapist’s guide provides step-by-step instructions on how to implement NEAR techniques with patients to improve their cognitive functioning and quality of life. Guidelines are provided for setting up and running a successful cognitive remediation program. Therapists learn how to choose appropriate cognitive exercises, recruit and work with clients, perform intake interviews, and create treatment plans. This guide comes complete with all the tools necessary for facilitating treatment, including program evaluation forms and client handouts.

Intake and Assessment

2017 ◽  
pp. 75-90
Author(s):  
Alice Medalia ◽  
Tiffany Herlands ◽  
Alice Saperstein ◽  
Nadine Revheim
Keyword(s):  
Learning Style ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Treatment Plan ◽  
Treatment Strategies ◽  
Cognitive Remediation ◽  
Assessment Process ◽  
Educational Approach ◽  
Level Of Motivation ◽  
Cognitive Problems

The Neuropsychological Educational Approach to Remediation (NEAR) uses the intake and assessment process to evaluate cognitive skills and behaviors, to engage the client and formulate treatment strategies. As the first point of contact for the client coming to cognitive training in The Learning Center, the intake appointment provides an opportunity to engage the client in treatment by providing her with a positive first experience and identifying goals and motivation for cognitive training. The therapist gathers data during this appointment, including determining the client’s learning style, level of motivation, cognitive problems, personal interests, ability level, and recovery goals. This information provides the basis for an initial treatment plan and schedule of cognitive remediation sessions.

Treatment Principles

2017 ◽  
pp. 9-30
Author(s):  
Alice Medalia ◽  
Tiffany Herlands ◽  
Alice Saperstein ◽  
Nadine Revheim
Keyword(s):  
Psychosocial Functioning ◽  
Cognitive Skills ◽  
Psychiatric Patients ◽  
Cognitive Remediation ◽  
Evidence Base ◽  
Learning Needs ◽  
Program Structure ◽  
Educational Approach ◽  
Individualized Learning ◽  
Treatment Principles

Chapter 2 provides the theoretical foundation and goals that inform the Neuropsychological Educational Approach to Remediation (NEAR). NEAR is a method of cognitive remediation that was developed for psychiatric patients. This group-based treatment provides highly individualized learning by allowing each person in the group to work at his own pace on tasks carefully chosen to be engaging and to address cognitive and learning needs. The NEAR program structure is described along with an explanation of the treatment principles and what the sessions look like. The evidence base for using NEAR is reviewed. Research indicates that participation in NEAR affects the client’s cognitive skills and psychosocial functioning.

scholarly journals Enhancing Work-Focused Supports for People with Severe Mental Illnesses in Australia

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Natalia Contreras ◽  
Susan L. Rossell ◽  
David J. Castle ◽  
Ellie Fossey ◽  
Dea Morgan ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Supported Employment ◽  
Cognitive Remediation ◽  
Mental Illnesses ◽  
Individual Placement And Support ◽  
Recent Success ◽  
The Usa ◽  
Employment Rates ◽  
Employment Programs ◽  
Individual Placement

Persons with severe mental illness (SMI) have reduced workforce participation, which leads to significant economic and social disadvantage. This theoretical review introduces the strategies that have been implemented to address this issue. These include Individual Placement and Support (IPS) services, the most widely researched form of supported employment, to which cognitive remediation has more recently been recognised in the USA, as an intervention to improve employment outcomes by addressing the cognitive impairments often experienced by people with SMI. The authors review the international literature and discuss specifically the Australian context. They suggest that Australia is in a prime position to engage clients in such a dual intervention, having had recent success with increasing access to supported employment programs and workforce reentry, through implementation of the Health Optimisation Program for Employment (HOPE). Such programs assist withgainingandmaintainingemployment. However, they do not address the cognitive issues that oftenpreventpersons with SMI from effectively participating in work. Thus, optimising current interventions, with work-focused cognitive skills development is critical to enhancing employment rates that remain low for persons with SMI.

Evidence-Based Cognitive Rehabilitation for People With Multiple Sclerosis: A Systematic Review

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520385p1-7512520385p1
Author(s):  
Yu-Chih Chen ◽  
Szu-Wei Chen ◽  
Britney Ferri
Keyword(s):  
Processing Speed ◽  
Cognitive Skills ◽  
Cognitive Rehabilitation ◽  
Evidence Based ◽  
Long Term Outcomes ◽  
Noninvasive Brain Stimulation ◽  
Future Studies ◽  
Cognitive Improvement ◽  
Computer Based

Abstract Date Presented 04/22/21 Computer-based programs, conventional cognitive rehabilitation, neurologic music therapy, and noninvasive brain stimulation are effective in improving memory and learning, processing speed, language, executive function, or general cognitive skills. However, the retention of treatment effects and the generalizability of the cognitive improvement to the daily occupations are not clear. Including a predetermined single outcome, functional and long-term outcomes are needed in future studies. Primary Author and Speaker: Yu-Chih Chen Contributing Authors: Nicole Gerhardt, Christina Calhoun Thielen, Winnie Dunn, and Mary Jane Mulcahey

The New National Headache Management System is an easy solution to provide more efficient and evidence-based headache services

2021 ◽  
Vol 20 ◽  
Author(s):  
Alexander Gordon ◽  
◽  
Daniel Lashley ◽  
Stuart Weatherby ◽  
◽  
...  
Keyword(s):  
Patient Care ◽  
Adult Population ◽  
Significant Proportion ◽  
Preventive Treatment ◽  
Headache Disorder ◽  
Preventive Therapy ◽  
Evidence Based ◽  
Educational Approach ◽  
Allied Health Professionals ◽  
Clinical Resource

Headaches make up 30% of all Neurology outpatient consultations.1 There is distinct variability in the management of headaches by Neurologists, leading to unnecessary disparities in the standard of care and likelihood of response between patients. A significant proportion of patients with headache diagnoses do not receive the evidence-based treatments recommended in national or international guidelines,2 and substantial numbers of patients are not receiving preventive therapies.3  Ziegeler et al. found that a third of patients reporting to a tertiary headache centre had not received preventive therapy in line with guidelines, and half had never been prescribed a preventive treatment.2 Considering that 46% of the global adult population are estimated to have a headache disorder,4 this lack of a consistent, evidence-based approach is somewhat incongruent with the patient socio-economic impact. It is probable that lack of adherence to current headache guidelines is a multi-faceted issue. This variation in treatment (and therefore patient outcome), although unexplored,2 is not likely to be a simple educational issue. To add to this, an educational approach, in the form of seminars and workshops, does not have entirely positive evidence to support its use in implementing changes to patient care.5  It seems more probable that there are also structural issues within the health service that in some way preclude patients with headache disorders from gaining appropriate care.  For example, using only doctors to care for patients with such a common condition may cause bottle-necking in access, and may not be an appropriate use of clinical resource.  The current context of a global pandemic has shown us the importance of using the skillsets of all NHS staff working together for patient care.  For headache care this could involve greater use of nursing colleagues or allied health professionals such as Pharmacists. To facilitate such an aim, an easily used and standardised approach is essential. We believe that the guidelines from the British Association for the Study of Headache (BASH),6 could facilitate such an approach.

Cognitive Remediation Therapy for borderline personality disorder: is it a feasible and acceptable treatment? A pilot study of two single cases

2014 ◽  
Vol 7 ◽  
Author(s):  
Clare Reeder ◽  
Peter Stevens ◽  
James Liddement ◽  
Vyv Huddy
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Therapeutic Approach ◽  
Cognitive Remediation ◽  
Thinking Skills ◽  
Borderline Personality ◽  
Psychological Therapy ◽  
Everyday Functioning ◽  
Emotionally Focused ◽  
Post Therapy

AbstractBorderline personality disorder (BPD) is associated with problems in attention, memory, planning and cognitive flexibility, which may underpin aspects of behavioural dysregulation. Cognitive remediation (CR) is an individual psychological therapy which aims to improve thinking skills and thus positively impact everyday functioning. We aimed to assess the feasibility and acceptability of CR for two BPD patients who had not previously engaged with psychological therapy. Participants were assessed using neuropsychological, symptom and social functioning measures and then received up to 40 sessions of individual CR. They were re-assessed post-therapy and 3 months later, and rated their experience of CR. The participants reported increased self-esteem and improved memory. Neuropsychological tests showed executive functioning improvements post-therapy, which were partially maintained at follow-up. CR was a feasible and acceptable therapeutic approach for these two participants and may hold promise as a complementary therapeutic approach for BPD characterized by marked cognitive problems or difficulty in engaging in more emotionally focused psychotherapies.

scholarly journals High Touch Approach and Its Relationship with Students’ Learning Outcomes at IAIN Bukittinggi

AL-TA LIM ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 165-173
Author(s):  
Darul Ilmi
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Independent Learning ◽  
Research Approach ◽  
Action Research Approach ◽  
Learning Skill ◽  
Student Center ◽  
Academic Year

Learning without students’ center tends to create less passionate students in following the lecture. They tend to ignore their lecturer. They have less attention, and try to create ineffective conditions, therefore, the learning atmosphere will become less effective to achieve the intended goals.  The purpose of the research is to determine the process of learning, the implementation of High Touch approach, and factors that influence its implementation. Classroom action research approach was used at  department of mathematics which involve students who enroll at academic year 2016/2017 IAIN Bukittinggi. The research was done in two cycles in which one cycle conducted three meetings. The instruments used were observation, essay questions, and tasks given to students. The results show that there is an improvement in students’ participation and activeness in learning when their lecturer builds learning experience through reinforcement, affection, guide, directive action, and good modeling by student–center andself-learning activities, and independent learning skill orientations showed in cycle I and II. It implies that implementing high touch may lead students to be more active, creative, and fun in learning.

scholarly journals The Implementation and Review of Cognitive Remediation Training for First Episode Psychosis in Singapore

2021 ◽  
Vol 12 ◽  
Author(s):  
Nigel Ian Ming Chong ◽  
Yogeswary Maniam ◽  
Yi Chian Chua ◽  
Charmaine Tang
Keyword(s):  
Verbal Memory ◽  
Cognitive Abilities ◽  
Statistical Significance ◽  
Real Life ◽  
Cognitive Remediation ◽  
First Episode Psychosis ◽  
Early Psychosis ◽  
First Episode ◽  
Educational Approach ◽  
Episode Psychosis

Objective: Early intervention in patients with first episode psychosis (FEP) can improve cognitive abilities, with both short- and long-term benefits. In this paper, we describe the implementation and review of cognitive remediation training (CRT) in an Asian FEP population. The outcomes of the training are also evaluated and discussed.Methods: This naturalistic paper describes in detail the real-life implementation and conduct of CRT in an early psychosis intervention service. One hundred and nine patients with FEP underwent a 24-session CRT programme, using Cogpack and Neuropsychological Educational Approach to Remediation. The program is evaluated with pre- and post-CRT assessment scores which included Montreal Cognitive Assessment and Brief Assessment of Cognition in Schizophrenia. The rates of improvement on these cognitive assessments were evaluated using paired t-tests, with statistical significance set at p ≤ 0.05.Results: Of the 109 patients who underwent CRT, a total of 92 (84.4%) completed all 24 sessions. Paired t-tests between pre- and post-CRT assessments scores revealed that participants significantly improved on majority of the measures, including verbal memory, digit sequencing, and symbol coding.Conclusion: As with other cognitive remediation programmes, CRT has shown to improve cognitive functioning in patients with FEP. The results support the use of CRT in an Asian context and may serve as guidance for the implementation of similar training programmes in other Asian early psychosis intervention services.

Assessment of cognitive impairment with the cognitive assessment interview (CAI) was useful for identifying poor psychosocial functioning outcome in patients with psychosis

2016 ◽  
Vol 33 (S1) ◽  
pp. S106-S107
Author(s):  
A. Sánchez-Torres ◽  
M.R. Elosúa ◽  
R. Lorente-Omeñaca ◽  
L. Moreno-Izco ◽  
V. Peralta ◽  
...  
Keyword(s):  
Social Cognition ◽  
Cognitive Functioning ◽  
Verbal Memory ◽  
Psychosocial Functioning ◽  
Cognitive Assessment ◽  
Daily Functioning ◽  
Everyday Functioning ◽  
Cognitive Domains ◽  
Assessment Interview ◽  
Competing Interest

IntroductionCognitive impairments clearly impact the daily functioning of patients with psychosis.ObjectivesTo assess cross-sectionally whether there are differences in the cognitive domains assessed with the CAI, for considering the real-world functioning of a sample of patients with psychosis.MethodsThe sample consisted of 76 patients with a DSM-IV psychotic disorder. Patients were assessed with the cognitive assessment interview (CAI), which is an interview-based measure of cognitive functioning that is intermediate between cognitive functioning and daily functioning, and three subscales of the specific levels of functioning (SLOF), an informant-rated measure of functioning. The CAI was used to assess the patient and an informant, and these scores were integrated into a rater composite score. We divided the sample by a median-split procedure for each of the three functional domains, and then applied ANOVAs to compare the two groups (impaired/not impaired) in the six cognitive domains of the CAI: working memory, attention, verbal memory, problem solving, processing speed, and social cognition.ResultsWe found significant differences between the impaired vs. non-impaired groups in most of the cognitive domains assessed with the CAI (Fig. 1).ConclusionsInterview-based assessment of cognition with the CAI allows for the prediction of everyday functioning in patients with psychosis. Impairment in almost all CAI cognitive domains, except for social cognition, was associated with poorer psychosocial functioning.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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