Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study

Cognitive remediation (CR) is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integr...

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Autores principales: Kidd, Sean A., Kaur Bajwa, Jaswant, McKenzie, Kwame J., Ganguli, Rohan, Haji Khamneh, Bahar
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Hindawi Publishing Corporation 2012
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3362214/
https://www.ncbi.nlm.nih.gov/pubmed/22666598
http://dx.doi.org/10.1155/2012/715176
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author Kidd, Sean A.
Kaur Bajwa, Jaswant
McKenzie, Kwame J.
Ganguli, Rohan
Haji Khamneh, Bahar
author_facet Kidd, Sean A.
Kaur Bajwa, Jaswant
McKenzie, Kwame J.
Ganguli, Rohan
Haji Khamneh, Bahar
author_sort Kidd, Sean A.
collection PubMed
description Cognitive remediation (CR) is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work.
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spelling pubmed-33622142012-06-04 Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study Kidd, Sean A. Kaur Bajwa, Jaswant McKenzie, Kwame J. Ganguli, Rohan Haji Khamneh, Bahar Rehabil Res Pract Research Article Cognitive remediation (CR) is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work. Hindawi Publishing Corporation 2012 2012-05-15 /pmc/articles/PMC3362214/ /pubmed/22666598 http://dx.doi.org/10.1155/2012/715176 Text en Copyright © 2012 Sean A. Kidd et al. https://creativecommons.org/licenses/by/3.0/ This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Kidd, Sean A.
Kaur Bajwa, Jaswant
McKenzie, Kwame J.
Ganguli, Rohan
Haji Khamneh, Bahar
Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study
title Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study
title_full Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study
title_fullStr Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study
title_full_unstemmed Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study
title_short Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study
title_sort cognitive remediation for individuals with psychosis in a supported education setting: a pilot study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3362214/
https://www.ncbi.nlm.nih.gov/pubmed/22666598
http://dx.doi.org/10.1155/2012/715176
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