cognitive remediation and supported education in psychotic disorders

Conditions: Psychotic Disorders

Summary: this trial aims to assess the added value of cognitive remediation therapy to supported education intervention in young adults with a psychotic disorder. the objectives of this study are threefold: the first objective is to evaluate the efficacy of supported education and cognitive remediation therapy for young adults with psychotic disorders in terms of academic outcome (primary outcome) and cognitive, neurobiological, and psychological outcomes (secondary outcomes). the second objective is to explore mechanisms of change in academic outcomes using a multidimensional approach (cognitive, psychological and biological characteristics) in youth with psychotic disorders. the third objective is to investigate the patients' perspectives regarding their appreciation of the supported education programs. academic outcomes, cognitive performance as well as psychological and genetic variables will collected at baseline (t0). participants will then be randomized either to the experimental condition (cognitive remediation + supported education + treatment as usual) or the control condition (supported education + treatment as usual) for three months. directly after the end of treatment (t1) and three months following the end of treatment (t2), the same measures as baseline will be repeated. one year post-treatment (t3), a last assessment will be conducted for academic outcomes.to assess qualitative experience of patients enrolled in supported education, a subsample of the randomized controlled trial will be recruited to participate in a photovoice activity.

psychotic disorders often occur during late adolescence and early adulthood. cognitive deficits are among the most debilitating features of these disorders and have important impacts on academic functioning. youth with psychotic disorders are more likely drop-out or to struggle completing high school and entering postsecondary education. supported education programs (se) help people with mental illness succeed in school by providing various services. however, these programs do not target cognitive deficits. cognitive remediation therapy (cr) is an evidence-based cost-effective treatment to improve cognitive deficits. cr leads to significant improvements in cognition, symptoms and functioning, and improvements are even larger when combined with psychiatric rehabilitation interventions, such as supported employment. however, little attention has been paid to se. combining cr and se is an integrative approach that could have a positive effect on academic functioning in youth with psychotic disorders. this trial aims to assess the added value of cognitive remediation therapy to supported education intervention in young adults with a psychotic disorder. the objectives of this study are threefold: the first objective is to evaluate the efficacy of supported education and cognitive remediation therapy for young adults with psychotic disorders in terms of academic outcome (primary outcome) and cognitive, neurobiological, and psychological outcomes (secondary outcomes). the second objective is to explore mechanisms of change in academic outcomes using a multidimensional approach (cognitive, psychological and biological characteristics) in youth with psychotic disorders. the third objective is to investigate the patients' perspectives regarding their appreciation of the supported education programs. participants will be assessed at baseline (t0) using a multidimensional approach including academic outcomes as well as cognitive, psychological and genetic measures. participants will then be randomized to the experimental condition (cognitive remediation + supported education + treatment as usual) or the control condition (supported education + treatment as usual) for three months. the cognitive remediation program that will be used is circuits (computerised interactive remediation of cognition training for schizophrenia). directly after the end of treatment (t1) and three months following the end of treatment (t2), the same measures as baseline will be repeated. one year post-treatment (t3), a last assessment will be conducted for academic outcomes. to assess qualitative experience of patients enrolled in supported education, a subsample of the randomized controlled trial will be recruited to participate in a photovoice activity. photovoice is a participatory research approach that enables vulnerable people to act as co-researchers by identifying and representing their personal experience through photography or video. this approach notably includes a life-book approach in which participants will document their experience through photos they will take and other images they can find on the web or any other media, which will be paired with a narrative interview focusing on documenting their significant experiences going through the intervention.

Eligibility criteria:
inclusion criteria: * aged from 16 to 35 years * diagnosis of a psychotic disorder as confirmed by a psychiatrist * currently enrolled or in the process of enrollment in a supported education program * performance more than one standard deviation below the normative mean of the participant age and sex normative group in one of the following cognitive functions: episodic memory, working memory, attention, speed of processing or executive function exclusion criteria: * evidence of an organic cause of cognitive difficulties * plans to change medication during the study * receiving concurrently another type of therapy (e.g. cognitive behavioral therapy (cbt), etc.)

Keywords: cognitive remediation therapy supported education academic functioning schizophrenia cognition photovoice mixed qualitative and quantitative methodology