A comparison of remediation techniques on the Wisconsin Card Sorting Test in schizophrenia.
A comparison of remediation techniques on the Wisconsin Card Sorting Test in schizophrenia.
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DOI：
10.1016/j.schres.2008.09.017
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发表时间：
2009-01
影响因子：
4.5
通讯作者：
Kurtz, Matthew M.
中科院分区：
文献类型：
--
作者：
Choi, Jimmy;Kurtz, Matthew M.
大量证据表明，精神分裂症患者在执行功能的常用测量方法--威斯康星州卡片分类测验（WCST）上的缺陷可以通过各种指导方法得到改善。然而，相对知之甚少，这些补救方法产生最强和最持久的影响，以及这些影响是否推广到其他，未经培训的执行功能的措施。两个最常见的研究方法的补救WCST，一步一步的教学指导的任务和利用自我监控策略，都被证明可以提高WCST的性能，但从来没有直接比较。34名精神分裂症患者被随机分配到三个实验条件中的一个：条件A包括教学训练，其中包括在整个测试过程中改变分类原则的详细说明;条件B包括自我监控策略，要求参与者在每次卡片分类后大声说出他们的策略;条件C是未经训练的对照组，其在相同的时间间隔内接受与两个训练组相同的结果评估，而不进行干预训练。在训练前、训练后和1个月随访时，分别用WCST和其他两项执行功能测试对患者进行评估。结果显示：（1）相对于无干预控制条件，被分配到教学和自我监控条件的参与者在WCST上取得了显着的进步;（2）自我监控的效果，但不是教学培训，在一个月的随访中是明显的;（3）只有被分配到自我监控条件的参与者表现出对第二个，未经培训的执行功能测量的泛化。这些结果的意义进行了讨论，为实施全面和持续的补救方案的战略。
A wealth of evidence has revealed that deficits on a commonly used measure of executive-function, the Wisconsin Card Sorting Test (WCST), can be improved through a variety of methods of instruction in patients with schizophrenia. Relatively little is known however, which of these remediation methods produce strongest and most durable effects and whether these effects generalize to other, untrained executive-function measures. Two of the most commonly studied methods for remediation on the WCST, step-by-step didactic instruction on the task and utilization of self-monitoring strategies, have both been shown to improve WCST performance, yet have never been directly compared. Thirty-four participants with schizophrenia were randomly assigned to one of three experimental conditions: Condition A consisted of didactic training which incorporated a detailed account of changing sorting principles throughout the test; Condition B consisted of a self-monitoring strategy that required that participants verbalize their strategies out loud after each card sort; Condition C was a non-trained control group that received the same outcome assessments as the two training groups at identical time intervals without intervening training. Patients were assessed with the WCST and two other executive-function tests immediately prior to training, immediately after training and at a 1-month follow-up. Results revealed: (1) participants assigned to the didactic and self-monitoring conditions made significant gains on the WCST relative to a no-intervention control condition; (2) the effects of self-monitoring, but not didactic training, were evident at a one-month follow-up; and (3) only participants assigned to the self-monitoring condition showed generalization to a second, non-trained measure of executive-function. The significance of these results for implementation of strategies for comprehensive and sustained programs of remediation are discussed.
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影响因子：
4.8
作者：
Kern, RS;Wallace, CJ;Green, MF
通讯作者：
Green, MF
影响因子：
--
作者：
Bell, M;Bryson, G;Wexler, BE
通讯作者：
Wexler, BE
影响因子：
2.5
作者：
Berg, Esta A.
通讯作者：
Berg, Esta A.
影响因子：
4.5
作者：
Kurtz, MM;Wexler, BE;Bell, MD
通讯作者：
Bell, MD
DOI：
10.1023/b:mhsr.0000036491.58918.71
发表时间：
2004-09-01
期刊：
Mental health services research
影响因子：
--
作者：
McGurk, Susan R;Mueser, Kim T;Meltzer, Herbert Y
通讯作者：
Meltzer, Herbert Y