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Associations between learning principles of cognitive remediation and cognitive and vocational outcomes in early psychosis—an exploratory analysis of RCT data

Associations between learning principles of cognitive remediation and cognitive and vocational... Abstract Background : Most cognitive remediation (CR) programs are based on multiple scientific learning principles. The role of those learning principles in the beneficial effects of CR is poorly understood. A better understanding of such underlying mechanisms is important to further tailor the intervention and to learn about optimal contexts. Method : An explorative secondary analysis was conducted of data from a randomized controlled trial (RCT) comparing the effects of Individual Placement and Support (IPS) with and without CR. The present study evaluated how CR learning principles of “massed practice,” “errorless learning,” “strategy use” and “therapist contribution” (therapist fidelity) were associated with cognitive and vocational outcomes within 26 participants in this RCT who were treatment exposed. Results : Cognitive gains after CR were positively associated with “massed practice” and “errorless learning.” Negative associations were found with “strategy use” and “therapist fidelity.” No direct relationship was found between CR principles and vocational outcomes. Conclusions : Results tentatively suggest that CR is most effective and efficient with a good balance between sufficient intensity, of more than 200 tasks, and a limited duration of the training up to 20 h, using tasks that remain both challenging and rewarding, being applied in a context that facilitates real-life practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Neuropsychology Adult Taylor & Francis

Associations between learning principles of cognitive remediation and cognitive and vocational outcomes in early psychosis—an exploratory analysis of RCT data

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References (37)

Publisher
Taylor & Francis
Copyright
© 2023 Taylor & Francis Group, LLC
ISSN
2327-9109
eISSN
2327-9095
DOI
10.1080/23279095.2023.2199935
Publisher site
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Abstract

Abstract Background : Most cognitive remediation (CR) programs are based on multiple scientific learning principles. The role of those learning principles in the beneficial effects of CR is poorly understood. A better understanding of such underlying mechanisms is important to further tailor the intervention and to learn about optimal contexts. Method : An explorative secondary analysis was conducted of data from a randomized controlled trial (RCT) comparing the effects of Individual Placement and Support (IPS) with and without CR. The present study evaluated how CR learning principles of “massed practice,” “errorless learning,” “strategy use” and “therapist contribution” (therapist fidelity) were associated with cognitive and vocational outcomes within 26 participants in this RCT who were treatment exposed. Results : Cognitive gains after CR were positively associated with “massed practice” and “errorless learning.” Negative associations were found with “strategy use” and “therapist fidelity.” No direct relationship was found between CR principles and vocational outcomes. Conclusions : Results tentatively suggest that CR is most effective and efficient with a good balance between sufficient intensity, of more than 200 tasks, and a limited duration of the training up to 20 h, using tasks that remain both challenging and rewarding, being applied in a context that facilitates real-life practice.

Journal

Applied Neuropsychology Adult – Taylor & Francis

Published: May 12, 2023

Keywords: cognitive remediation; active ingredients; learning principles; Individual Placement and Support (IPS); early psychosis

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