Kidd Sean A, Kaur Jaswant, Virdee Gursharan, George Tony P, McKenzie Kwame, Herman Yarissa
University of Toronto Department of Psychiatry, Toronto Centre for Addiction and Mental Health, 1001 Queen St. W., Toronto, Ontario M6J 1H1Canada.
George Brown College, Redirection Through Education Program, St James Campus, 200 King St E, Rm 524A, Toronto, ON, M5A 3W8.
Schizophr Res. 2014 Aug;157(1-3):90-8. doi: 10.1016/j.schres.2014.05.007. Epub 2014 Jun 2.
Cognitive remediation (CR) has demonstrated good outcomes when paired with supported employment, however little is known about its effectiveness when integrated into a supported education program. This randomized controlled trial examined the effectiveness of integrating CR within a supported education program compared with supported education without CR. Thirty-seven students with psychosis were recruited into the study in the 2012 academic year. Academic functioning, cognition, self-esteem, and symptomatology were assessed at baseline, at 4months following the first academic term in which CR was provided, and at 8months assessing maintenance of gains. The treatment group demonstrated better retention in the academic program and a trend of improvement across a range of academic functional domains. While both treatment and control groups showed improvement in cognitive measures, the outcomes were not augmented by CR training. CR was also associated with significant and sustained improvements in self esteem. Further research, investigating specific intervention components is required to clarify the mixed findings regarding the effectiveness of CR in an education setting.
认知康复（CR）与支持性就业相结合时已显示出良好效果，但对于将其纳入支持性教育计划时的有效性却知之甚少。这项随机对照试验研究了与未进行认知康复的支持性教育相比，将认知康复纳入支持性教育计划的有效性。2012学年招募了37名患有精神病的学生参与该研究。在基线、提供认知康复的第一个学期后的4个月以及评估改善维持情况的8个月时，对学业功能、认知、自尊和症状进行了评估。治疗组在学术项目中的留存率更高，并且在一系列学术功能领域有改善趋势。虽然治疗组和对照组在认知测量方面均有改善，但认知康复训练并未增强这些结果。认知康复还与自尊的显著且持续改善相关。需要进一步研究特定的干预成分，以澄清关于认知康复在教育环境中有效性的混合研究结果。
