Picture-based Computerised Assessment and Training of Cognitive Behaviour Therapy Skills
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.
|Study Design:||Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Double Blind (Subject, Investigator, Outcomes Assessor)
|Official Title:||Evaluating a Picture-based Computerised Assessment and Training Paradigm for Cognitive Behaviour Therapy Skills in Adults With Intellectual Disabilities|
- Cognitive mediation skills [ Time Frame: 15 minutes at baseline ] [ Designated as safety issue: No ]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.
- Emotion recognition skills [ Time Frame: 15 minutes at baseline ] [ Designated as safety issue: No ]Computer-based task assessing emotion recognition skills.
- feasibility of computer-based tasks [ Time Frame: 1 hr, baseline, intervention, post-assessment ] [ Designated as safety issue: No ]Feasibility of computer-based tasks will be measured by the type and number of assisting interventions by the researchers and the frequency of repeating the sample items of each task.
|Study Start Date:||July 2012|
|Estimated Study Completion Date:||August 2013|
|Estimated Primary Completion Date:||August 2013 (Final data collection date for primary outcome measure)|
No Intervention: Control task
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.
Experimental: Reed and Clements Training Task
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
see study arm: Reed and Clements Training Task. Training task developed to improve cognitive mediation skills in people with intellectual disabilities.
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|Contact: Leen Vereenooghe, BSc, MSc||+441603593665||L.Vereenooghe@uea.ac.uk|
|NCH&C NHS Trust Learning Disability Services||Recruiting|
|Norwich, Norfolk, United Kingdom, NR2 1AD|
|Contact: Anne-Marie Mensink, Clinical Psy +441603 638520 firstname.lastname@example.org|
|Principal Investigator: Leen Vereenooghe, Bsc, Msc|
|Norwich, Norfolk, United Kingdom, NR2 3TZ|
|Genesis - Orwell Mencap||Completed|
|Ipswich, Suffolk, United Kingdom, IP3 9JG|
|Principal Investigator:||Leen Vereenooghe, BSc, MSc||University of East Anglia|