Search

Aim: To investigate the prevalence and clinical manifestations of reading, writing, and mathematics disorders in children with cerebral palsy (CP). We explored how the clinical profile of these children differed from those with specific learning disorders (SLDs), taking into account several factors, particularly IQ scores, neuropsychological aspects, and the presence of a visual impairment. Method: A prospective cross‐sectional study was conducted in 42 children with CP (mean age 9 years 8 months; SD = 2 years 2 months) and 60 children with SLDs (mean age 10 years; SD = 1 year 7 months). Clinical characteristics, neuromotor and cognitive profiles, neuropsychological aspects (speech performance, academic skills, visual attention, phonological awareness, working memory), and signs of visual impairment (visual acuity, contrast sensitivity, visual field, oculomotor functions) were assessed. A machine learning approach consisting of a random forest algorithm, where the outcome was the diagnosis and the covariates were the clinical variables collected in the sample, was used for the analyses. Results: About 59% of the children with CP had reading, writing, or mathematics disorders. Children with CP with learning disorders had a low performance IQ, normal phonological awareness, and working memory difficulties, whereas children with SLDs had normal performance IQ, impaired phonological awareness, and mild working memory difficulties. There were no differences in verbal IQ between the two groups. Interpretation: Learning disorders are frequently associated with CP, with different clinical characteristics, compared with SLDs. Assessment of academic skills is mandatory in these children, even if the IQ is normal. At school age, specific interventions to promote academic skills in children with CP could be a major rehabilitative goal. What this paper adds: Reading, writing, and mathematics disorders in cerebral palsy have specific clinical characteristics.Their underlying mechanisms differ from those described in specific learning disorders.Working memory impairment can be considered a hallmark of learning disorders in children with cerebral palsy. [ABSTRACT FROM AUTHOR]

Summary: Insomnia is common, and causes substantial individual suffering and costs for society. The recommended first‐line treatment is cognitive behavioural therapy for insomnia (CBT‐I), which is under‐used partly due to a lack of trained providers. To train providers is thus important, but what is the current situation regarding CBT‐I training? A systematic search of databases was conducted to identify scientific peer‐reviewed papers describing CBT‐I training with regards to: existing amounts of training, proposed curricula, trainees, delivery context, content of training, modes of delivery, evaluation of the training from a trainee perspective, and effects on patients. This systematic review shows that research on training in CBT‐I is an emerging field, with the literature presenting a limited number of papers, with varying objectives. One group of papers investigate the amount of training that exists in a region or educational context and/or propose training curricula; and another group evaluate training initiatives and describe CBT‐I training trainees, context, content, modes of delivery, and outcomes on trainees and on treated patients. The studies show that little training is currently provided and proposed curricula vary, and evaluations present promising results: training is feasible in different contexts and modes, digital training may be used to disseminate training efforts at a large scale, trainees' skills increase and positive effects on patients can be seen. To move the field forward, more high‐quality studies on CBT‐I training are needed, and we propose that training in CBT‐I should be targeted towards varying levels of expertise, matching a stepped‐care model. [ABSTRACT FROM AUTHOR]

Traditional mindfulness interventions have been frequently reported to be effective in improving cognitive functions. In recent years, however, traditional programs are being increasingly replaced by technology‐enabled mindfulness training programs. The aim of the present systematic review (PROSPERO ID: CRD42021289480) is to evaluate the research evidence on their effects on cognitive functions. Empirical training studies in the realm of digital mindfulness training that fulfilled the inclusion criteria led to 19 studies and 1654 participants being included in this review from among the papers searched in PubMed, Scopus, and Web of Knowledge. Results support previous assumptions on the potential of digital mindfulness training, with the most robust effect on attention control, followed by executive regulation, memory, cognitive flexibility, and other cognitive functions. However, the number of studies that did not find significant changes at least equaled, if not exceeded, the number of studies that found increases. The heterogeneity of identified studies prompted us to discuss several aspects in order to help the future development of digital applications. [ABSTRACT FROM AUTHOR]

Background: Heart surgery is a risk factor for objectively and subjectively assessable postoperative cognitive decline (POCD), which is relevant for everyday life. The aim of this study was to investigate whether early postoperative cognitive training has an impact on health‐related quality of life and cognitive failures in daily living after cardiac surgery. Methods: The study was a two‐arm, randomized, controlled, outcome‐blinded trial involving older patients undergoing elective heart valve surgery with extracorporeal circulation (ECC). Recruitment took place at the Departments of Cardiac Surgery of the Kerckhoff Clinic in Bad Nauheim (Germany) and the University Hospital in Giessen (Germany). The patients were randomized (1:1 ratio) to either a paper‐and‐pencil–based cognitive training group or a control group. We applied the Short Form Health Survey (SF‐36) and the Cognitive Failures Questionnaire (CFQ) prior to surgery and 3 months after the cognitive training. Data were analyzed in a per‐protocol fashion. Results: Three months after discharge from rehabilitation, the training group (n = 31) showed improvement in health‐related quality of life compared to the control group (n = 29), especially in role limitations due to emotional problems (U = −2.649, p =.008, η2 = 0.121), energy and fatigue (F[2.55] = 5.72, p =.020, η2 = 0.062), social functioning (U = −2.137, p =.033, η2 = 0.076), the average of all SF‐36 factors (U = −2.374, p =.018, η2 = 0.094), health change from the past year to the present time (U = −2.378, p =.017, η2 = 0.094), and the mental component summary (U = −2.470, p =.013, η2 = 0.102). Conclusion: As our cognitive training has shown beneficial effects, this intervention could be a promising method to enhance health‐related quality of life after cardiac surgery. [ABSTRACT FROM AUTHOR]

Online interventions promoted to enhance cognitive ability hold great appeal for their potential positive impact in social, employment, and educational domains. Cognitive training programs have, thus far, not been shown to influence performance on tests of general cognitive aptitude. Strengthening Mental Abilities with Relational Training (SMART) is an online program that claims to raise intelligence quotient (IQ). This systematic review and meta‐analysis evaluates the effect of SMART on indices of cognitive aptitude and academic performance. The review protocol was registered at PROSPERO (CRD42019132404). A systematic literature search of bibliographic databases (ERIC, PsycINFO, PubMed, Applied Social Sciences Index and Abstracts, Scopus, Proquest Psychology) identified five studies (N = 195) that met the criterion for inclusion. The risk of bias was assessed using the Cochrane Collaboration Risk of Bias 'RoB 2' tool. Overall, there was a moderate impact of SMART on measures of nonverbal IQ (g = 0.57, 95% CI [0.24, 0.89]). There was insufficient evidence to determine the impact of SMART on any other domain. All studies included in the review were judged to be at a high risk of bias for their primary outcome. Despite the methodological limitations of published studies to date, these initial findings suggest that a large‐scale study of SMART is warranted. Practitioner notesWhat is already known about this topicSMART is a popular, commercially available online program that claims to improve cognitive skills in children.A number of controlled trials have investigated the efficacy of SMART and reported positive findings.There are no existing systematic reviews or meta‐analyses of the literature for this intervention.What this paper addsThe present study represents the first systematic review and meta‐analysis of the effect of SMART on cognitive and educational outcomes.We identified five trials that met the criteria for inclusion in the review. All five studies were rated as having a high risk of bias using the Cochrane Collaboration Risk of Bias tool.We calculated a moderate overall impact of SMART on measures of nonverbal IQ. There was insufficient evidence to determine the impact of SMART in any other cognitive or educational domain.Implications for practice and/or policyPractitioners and/or teachers can use the review to inform their decisions about adopting SMART as an online educational tool.While the current findings are encouraging, the number of controlled trials conducted on SMART is small and the studies have a number of significant methodological limitations.We recommend that SMART be evaluated with larger and more robustly designed trials. [ABSTRACT FROM AUTHOR]

The rapidly increasing worldwide population of older adults, along with the increasing prevalence of cognitive impairment and dementia in this population, is a growing health‐care problem. As such, advances in technology‐based cognitive interventions and games are playing an increasingly key role in preserving and improving older adults' cognitive function, especially during the COVID‐19 pandemic when opportunities for face‐to‐face activities or training are few. In this paper, we summarize from previous studies systematic reviews and meta‐analyses on the various types of technology used in cognitive interventions (namely, computerized cognitive training, virtual‐reality interventions and robot‐assisted interventions) and the empirical evidence on the effects of these technologies on global and specific cognitive functions in healthy and clinical populations of older adults (e.g., older adults with mild cognitive impairment or dementia). We also describe older adults' perceptions, experiences and acceptance of these technologies. Finally, we discuss the limitations, challenges and future avenues of research in this field. [ABSTRACT FROM AUTHOR]

Aim: Poor functioning has become a hallmark of many youth at clinical high‐risk (CHR) of psychosis. Even for those who do not make the transition to psychosis remain troubled by functional deficits and a decline in functioning increases the odds of transitioning to psychosis. There are very few treatment studies that have attempted to improve social and role functioning. The aim of this paper is to describe the methods of a treatment study to address social and role functioning in CHR. Methods: This was a randomized controlled trial of cognitive‐behavioural social skills training (CBSST) versus a supportive therapy. CBSST combines elements of cognitive behaviour therapy (CBT) and social skills training (SST), two evidence‐based treatments for schizophrenia. By adding CBT to SST to target functioning outcomes, SST can be used to train new social skills, and thoughts that interfere with skilled performance in the real world can be addressed using CBT. We developed an adapted version of CBSST, more appropriate for the age range and illness severity of typical CHR individuals, to attempt to show improvements in social and role functioning for these young people. Results: Two hundred and three participants were recruited for this study. Results include initial baseline data. Conclusion: This article describes the baseline methodology of a CHR youth who have difficulties in social and/or role functioning. It is one of the first clinical trials to address this significant problem. [ABSTRACT FROM AUTHOR]