Young adults with psychotic-spectrum disorder have lower odds of attaining educational goals, partly due to cognitive problems. Cognitive remediation (CR) could improve cognitive- and potentially academic functioning. The current study examined an adapted CR-intervention ‘Mindset’ aimed at academic functioning for people with a psychotic-spectrum disorder in secondary education. Pilot-feasibility study of Mindset including the experience of nine participants with psychotic-spectrum disorder who received Mindset and six CR trainers. Post-CR interviews with participants and trainers were subjected to qualitative evaluation. Furthermore, preliminary results from pre- to post-CR changes on the College Self-Efficacy Inventory (CSEI), Cognitive Problems and Strategies Assessment (CPSA) and Multidimensional Students’ Life Satisfaction Scale (MSLSS) are presented using Reliable Change Index (RCI) and effect-sizes (Cohen’s d). Qualitative evaluation showed that overall experience with Mindset was positive for participants and trainers. Mindset was not experienced as too difficult and aligned well with education. However, tailoring to the individual is required. Effect sizes in change from pre- to post-CR were small for school satisfaction (d = 0.25) and self-reported cognitive problems (d = 0.12), small to medium for increases in self-efficacy (d = 0.49) and large for increases in strategy use (d = 3.58). Feasibility of Mindset was good in terms of adaptation and expansion, implementation and limited efficacy. However, concerning acceptability, drop-out prior to Mindset was high and Mindset needs adjustment in terms of individual tailoring and language. Future studies have to attest to its efficacy.
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Introduction: Although some adults with autism spectrum disorder (ASD) require intensive and specialized ASD treatment, there is little research on how these adults experience the recovery process. Recovery is defined as the significant improvement in general functioning compared to the situation prior to treatment. Methods: This qualitative study describes the recovery process from the perspective of adults on the autism spectrum during intensive inpatient treatment. Semi-structured interviews (n = 15) were carried out and analyzed according to the principles of grounded theory. Results: Our results indicate that, given the specific characteristics of autism, therapeutic interventions and goal-oriented work cannot be carried out successfully, and the recovery process cannot begin, if no good working relationship has been established, and if care is not organized in ways that a person on the autism spectrum finds clear and predictable.
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This study evaluates psychometric properties of the Individual Recovery Outcomes Counter (I.ROC) in a Dutch population of participants with a schizophrenia spectrum disorder (SSD). B. Esther Sportel1*† , Hettie Aardema1†, Nynke Boonstra2 , Johannes Arends1 , Bridey Rudd3 , Margot J. Metz4 , Stynke Castelein5 and Gerdina H.M. Pijnenborg6
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