Picture-based Computerised Assessment and Training of Cognitive Behaviour Therapy Skills

NCT01652963 | Unknown DMC

• 2 other identifiers: UEA-6345832-MED112/EE/0284
• Study Type: interventional
• Target: 132
• Locations: 1 country
• Sites: 3

Brief Summary

The proposed research aims to investigate whether people with intellectual disabilities are able to understand and apply the theoretical principles of cognitive behaviour therapy (CBT) regarding the interaction between events, beliefs and emotions. Two studies are designed to assess and train the ability to link events, beliefs and emotions. Study 1 pilots computer-based tasks to assess the ability to link events, beliefs and emotions as well as a computer-based training programme aimed to link events and emotions. Task and training stimuli will be presented by line drawings to investigate whether a picture-based approach can reduce the impact of verbal ability on task performance. Training effectiveness is evaluated compared to a no-training control task. Study 2 compares the line drawings-based approach of Study 1 to a photographic approach to investigate whether the use of photographs can increase training effectiveness and further reduce the impact of verbal ability. It is hypothesised that the high reality value of photographic task stimuli, as compared to line drawings, will have positive effects on the assessment and training of CBT skills. It is anticipated that the findings of this research will improve our ability to help people with intellectual disabilities receive CBT.

Conditions

Intellectual Disabilities

Outcome Measures

Primary Outcomes (1)

• Cognitive mediation skills

  The primary outcome measure is the ability to link situations, beliefs and emotions assessed by the adapted ABC task. This task is based on the cognitive mediation task developed by Dagnan, Chadwick and Proudlove (2000). Performance on the post-intervention assessment will be compared to baseline assessment for the control group and the training group in Study 1, and for the line drawings-based and the photograph-based training group in Study 2.

  15 minutes at baseline

Secondary Outcomes (1)

• Emotion recognition skills

  15 minutes at baseline

Other Outcomes (1)

• feasibility of computer-based tasks

  1 hr, baseline, intervention, post-assessment

Study Arms (2)

Control task

NO INTERVENTION

The no-intervention control task consists of a presentation of the stimuli used in the training task. Participants will see situations and listen to the simultaneous voice recordings. Unlike in the training task participants will not receive instructions to link situations and emotions. There is no task requirement, just a presentation of the situation stimuli to assure that potential training effects are due to the training programme and not merely to the presentation of scenarios. The duration of the presentation of stimulus materials in the control group will range between fifteen and thirty minutes. The variable duration is necessary so the primary investigator cannot assume a participant's intervention group based on the duration of the intervention task.

Reed and Clements Training Task

EXPERIMENTAL

The training task consists of 2 blocks of 6 items with items presented randomly within each block and blocks being counterbalanced between participants. Block 1 presents a situation and prompts participants to identify whether they would feel happy or sad in the given situation. Block 2 presents an emotion (happy or sad) and prompts the participant to identify which of two situations (positive or negative) most likely preceded this emotion. Within each block there will be at least one and maximum three training rounds. The second and third training rounds will only consist of the items to which the participant responded incorrect in the previous round. Each item in rounds 2 and 3 will be followed by feedback.

Other: Reed and Clements Training Task

Interventions

Reed and Clements Training Task OTHER

see study arm: Reed and Clements Training Task. Training task developed to improve cognitive mediation skills in people with intellectual disabilities.

Reed and Clements Training Task

Eligibility Criteria

• Age: 18 Years - 80 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Intellectual disability

You may not qualify if:

• Visual impairments
• Auditory impairments
• Currently receiving cognitive behaviour therapy
• Acute psychosis

Sponsors & Collaborators

• University of East Anglia: lead

Study Sites (3)

NCH&C NHS Trust Learning Disability Services

Norwich, Norfolk, NR2 1AD, United Kingdom

RECRUITING

Nansa

Norwich, Norfolk, NR2 3TZ, United Kingdom

COMPLETED

Genesis - Orwell Mencap

Ipswich, Suffolk, IP3 9JG, United Kingdom

COMPLETED

MeSH Terms

Conditions

Intellectual Disability

Condition Hierarchy (Ancestors)

Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Leen Vereenooghe, BSc, MSc

  University of East Anglia

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Leen Vereenooghe, BSc, MSc

CONTACT

+441603593665; L.Vereenooghe@uea.ac.uk

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: TRIPLE
• Who Masked: PARTICIPANT, INVESTIGATOR, OUTCOMES ASSESSOR
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: July 23, 2012
• First Posted: July 30, 2012
• Study Start: July 1, 2012
• Primary Completion: August 1, 2013
• Study Completion: August 1, 2013
• Last Updated: November 21, 2012

Record last verified: 2012-11

Locations

GB (3)