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Rehabilitation of Social Cognition Disorders
Published in Barbara A. Wilson, Jill Winegardner, Caroline M. van Heugten, Tamara Ownsworth, Neuropsychological Rehabilitation, 2017
Other programmes have been designed that attempt to address the breadth of social cognitive deficits (i.e. emotion perception, Theory of Mind and attributional biases), within treatment. Whilst this approach may mean that it is not possible to identify particular mechanisms of change, it is also possible that without the breadth of training these programmes offer, it is unlikely that treatment gains will generalise to the real-world context. Comprehensive programmes, such as Social Cognition and Interaction Training (SCIT; Penn et al., 2007), Social Cognition Skills Training (SCST; Horan et al., 2011), Metacognition and Social Cognition Training (MSCT; Rocha and Queirós, 2013) and the computerised SocialVille (Nahum et al., 2014), have all been developed for people with schizophrenia. They are primarily group-based, with the exception of SocialVille, which users play as an individual. Additionally, both SCST and MSCT draw on materials and approaches used in SCIT, which is described in more detail in Box 22.4. Interventions trialling SCIT have found promising effects in both inpatient (Combs et al., 2007) and outpatient settings (Roberts and Penn, 2009) with preliminary findings that suggest SCIT can also lead to improved social functioning (Combs et al., 2007; Roberts and Penn, 2009). Even so, research of this treatment approach is still in its early stages, with few controlled studies, and as yet little is known about its efficacy or effectiveness in clinical practice.
The effectiveness of metacognitive training on impairments in social cognition in patients with schizophrenia: mental health nursing practice in a community mental health center
Published in Nordic Journal of Psychiatry, 2022
Power analysis was performed using the G٭Power program to determine the number of samples. In the calculation, the results of the study titled ‘Social Cognition and Interaction Training (SCIT) for Individuals with Schizophrenia Spectrum Disorders in Outpatient Treatment Settings’ conducted by Kleinlein [43] were used. According to the bilateral correlation analysis based on the total score change in the groups carried out with the Face Emotion Identification Test, the effect size was calculated as 0.23 and d = 1.56. The result of the calculation made with the assumption that at least 0.5 correlation power would express clinical significance. It was determined that in order to obtain 80% power at α =0.05 level, there should be at least 14 people in each group and 28 people in total. Considering that there might be losses during the study and follow-ups, it was decided that the number of people to be included in the groups would be 20.
A Review of Occupation-Based Life Skills Interventions for Adults with Neurodevelopmental Disorders
Published in Occupational Therapy in Mental Health, 2018
Molly Bathje, Margaret Lannoye, Alison Mercier, Kelli Panter
Six articles examined employment-focused interventions for adults with NDDs. In these six articles, two principal outcome measures emerged: social cognition and job performance. Two articles primarily analyzed participants’ social cognition skills post-intervention (Liu et al., 2013; Turner-Brown et al., 2008). Each study employed a modified training program to introduce social cognition to the participants and used job-related interactions to deliver the intervention. Liu et al. (2013) established a small training pilot program which focused on group education and actual skills practice in the workplace. This intervention focused primarily on social, emotional, and communication skills. The intervention in Turner-Brown et al. (2008) was Social Cognition and Interaction Training, which was adapted for use with adults. The intervention was delivered over 18 weeks and focused on emotion training, recognizing social cues, and video modeling. Both studies reported statistically significant improvements in the participants’ social cognition.
Behavior Skills Training with Voice-Over Video Modeling
Published in Journal of Organizational Behavior Management, 2018
Jessica Day-Watkins, Ashley A. Pallathra, James E. Connell, Edward S. Brodkin
The participants were two graduate students (Susan and Karen) in an applied behavior analysis program and one undergraduate student (Meg) in psychology, all of whom had some experience in working with individuals with ASD, but none with VMSS. All were being trained to implement VMSS as a component of TUNE In (Training to Understand and Navigate Emotions and Interactions), a treatment study at the University of Pennsylvania aimed at improving social functioning in adults with ASD. TUNE In is comprised of three components: (a) five individual sessions of cognitive coaching (e.g., understanding the relationships among thoughts, feelings, and behavior; identifying automatic thoughts) and mindfulness exercises aimed at reducing social anxiety; (b) eight groups sessions teaching social cognition and using VMSS to teach four fundamental social skills; (c) four group volunteer-work experience sessions to promote the generalization of skills to a community setting. Each of the four fundamental social skills taught in Component 2 of TUNE In was chosen in relation to the accompanying didactic lessons adapted from the Social Cognition and Interaction Training intervention for ASD (SCIT-A; Turner-Brown, Perry, Dichter, Bodfish, & Penn, 2008), which included lessons on identifying social cues when approaching people and initiating conversation.