Social Cognition Training and Cognitive Remediation (RCKID)
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|ClinicalTrials.gov Identifier: NCT03284060|
Recruitment Status : Recruiting
First Posted : September 15, 2017
Last Update Posted : April 22, 2019
Social cognition refers to mental operations that enable people to perceive, interpret constantly changing social informations. These processes allow people to rapidly, effortlessly and flexibly perceive and interpret rapidly-changing social information, and respond appropriately to social stimuli. Besides, this ability gives meaning to the actions of others. Impairments in this field may largely underlie social dysfunctions and reduce adaptive skills. Moreover, social cognitive disabilities contribute more or less directly to behavioral disturbances and psychiatric symptoms The "RC KID" program involves a variety of exercises in a paper and/or pencil or a computerized format or role playing and a strategy coaching approach. "RC KID" targets the emotion recognition and social interaction.
A little cartoon character (a pirate), is supposed to be very friendly and kind toward children. The pirate will accompany them throughout the program for an effective and positive reinforcement. The main goal of "RC KID" is to adjust to children's difficulties in daily life.
Moreover, since the cognitive remediation benefit is complex to apply in daily life, the program is based on a metacognitive strategy.
After a complete neuropsychological assessment and a psychoeducational session (with the child and the parents), 16 1-h-sessions of cognitive remediation with the therapist are proposed. Each session is composed of three parts: (1) computerized tasks focusing on specific emotion recognition components (20 min). RC KID is composed of 2 modules : Emotion recognition and social interaction. These tasks contain photo or video. (2) pen and paper or role playing tasks focusing on the same processes (20 min) (3) a proposal of a home-based task (during 20 min). Weekly, home tasks are proposed to the child and analyzed with the parents and the therapist. Indeed, home exercises are useful to promote the transfer of strategies to daily life and their subsequent automation. The heterogeneity of cognitive deficits in 22q11.2 deletion necessitates an individualized cognitive remediation therapy. In this regard, "RC KID" seems to be a promising tool.
|Condition or disease||Intervention/treatment||Phase|
|22q11.2 Deletion Syndrome||Behavioral: Cognitive remediation program||Not Applicable|
The second objective is to evaluate the impact of RC KID on behavior disorders. Method : a validation study using multiple single-case experimental designs. A thorough assessment, including a complete evaluation of components of social cognition but also clinical and neuropsychological assessments is proposed for each patient enrolled in the study.
Investigators collect three kinds of baselines before the beginning of the cognitive remediation intervention: baselines specific of the targeted component (Emotion recognition and Theory of Mind), non-specific baselines (such as measures of neurocognition processes that should not be affected by the intervention), and intermediary baselines that is measures of social cognitive function linked with targeted processes but not directly concerned by the cognitive remediation program.
These measures and the complete assessment will be repeated at the end of the intervention to highlight impacts of RC KID on social cognitive impairments, and 6 months later to investigate the possible long-lasting effects of the benefits.
|Study Type :||Interventional (Clinical Trial)|
|Estimated Enrollment :||10 participants|
|Intervention Model:||Single Group Assignment|
|Intervention Model Description:||open Label|
|Masking:||None (Open Label)|
|Official Title:||Social Cognition Training and Cognitive Remediation : a New Tool for 22q11.2 Deletion Syndrome|
|Actual Study Start Date :||October 11, 2017|
|Estimated Primary Completion Date :||October 15, 2019|
|Estimated Study Completion Date :||April 15, 2020|
|Experimental: Cognitive remediation program||
Behavioral: Cognitive remediation program
Cognitive remediation program is a set of reeducation techniques and aims at restoring or compensating altered cognitive functions such as memory, attentional or executive functions, and social cognition. Therapists help individuals develop new information processing strategies designed to meet their needs and wishes. Specific therapeutic sessions are designed to generalize such strategies to everyday situations to reduce the impact of cognitive deficits on daily life. Thus, social cognitive training therapy helps the development of personal strategies specifically adapted to preserve skills and reduce the difficulties.
16 sessions (45 min) of cognitive remediation with the therapist are proposed, each session is composed of three parts:
- The primary endpoint is the variation in sub-scores of specific baselines, obtained before and after cognitive remediation intervention: [ Time Frame: 6 months ]
baselines specific of the targeted component (Emotion recognition and Theory of Mind), non-specific baselines (such as measures of neurocognition processes that should not be affected by the intervention), intermediary baselines that is measures of social cognitive function linked with targeted processes but not directly concerned by the cognitive remediation program.
These measure is repeated at the end of the intervention to highlight the impact of the " RCKID " program, and 6 months later to investigate the possible long-lasting effects of the benefits
- Aberrant Behavior Checklist scale [ Time Frame: 6 months ]Change in sub-score " hyperactivity / non compliance " (scale " Aberrant Behavior Checklist ") (completed by parents or the educational team). This measure is repeated at the end of the intervention to highlight the impact of the " RC KID " program, and 6 months later to investigate the possible long-lasting effects of the benefits.
- MDI-C scale ( Multiscore Depression Inventory for Children scale) [ Time Frame: 6 months ]
- KIDSCREEN-27 scale [ Time Frame: 6 months ]The KIDSCREEN-27 with five dimensions resulted. All five dimensions are Rasch scales: Physical Well-Being (5 items), Psychological Well-Being (7 items), Autonomy & Parents (7 items), Peers & Social Support (4 items), and School Environment (4 items).
- Vineland 2 scale (Vineland Adaptive Behavior Scale) [ Time Frame: 6 months ]A measure of adaptive behavior from birth to adulthood
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03284060
|Contact: DEMILY CAROLINE, PH||00334 37 91 51 email@example.com|
|Contact: MOREL Aurore||00334 37 91 51 firstname.lastname@example.org|
|Lyon, Rhone Alpes, France, 69678|
|Contact: DEMILY MD CAROLINE, PH 0033437915163 email@example.com|
|Contact: VIAL VERONIQUE 0033437915531 firstname.lastname@example.org|
|Principal Investigator:||DEMILY CAROLINE, PH||CENTRE HOSPITALIER LE VINATIER|