| Literature DB >> 35002919 |
Sara Bernini1, Silvia Panzarasa2, Elena Sinforiani1, Silvana Quaglini2, Stefano F Cappa1,3, Chiara Cerami1,3, Cristina Tassorelli4,5, Tomaso Vecchi4,6, Sara Bottiroli7,5.
Abstract
Background: Given the limited effectiveness of pharmacological treatments for cognitive decline, non-pharmacological interventions have gained increasing attention. Evidence exists on the effectiveness of cognitive rehabilitation in preventing elderly subjects at risk of cognitive decline and in reducing the progression of functional disability in cognitively impaired individuals. In recent years, telerehabilitation has enabled a broader application of cognitive rehabilitation programs. The purpose of this study is to test a computer-based intervention administered according to two different modalities (at the hospital and at home) using the tools CoRe and HomeCoRe, respectively, in participants with Mild or Major Neurocognitive Disorders.Entities:
Keywords: cognitive rehabilitation; cognitive training; computer-based telerehabilitation; dementia; mild cognitive impairment; neurocognitive disorder
Year: 2021 PMID: 35002919 PMCID: PMC8733654 DOI: 10.3389/fneur.2021.752830
Source DB: PubMed Journal: Front Neurol ISSN: 1664-2295 Impact factor: 4.003
Figure 1The Consolidated Standards of Reporting Trials (CONSORT) flowchart for enrollment and randomization.
Evaluation battery across testing sessions.
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| Mini-Mental State Examination (MMSE) | x | x | x | x |
| Montreal Cognitive Assessment (MoCA) | x | x | x | x |
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| Logical Memory Test immediate and delayed recall | x | x | x | x |
| Rey's 15 words test immediate and delayed recall | x | x | x | x |
| Rey Complex Figure delayed recall | x | x | x | x |
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| Rey Complex Figure copy | x | x | x | x |
| Raven's Matrices 1947 | x | x | x | x |
| Frontal Assessment Battery (FAB) | x | x | x | x |
| Semantic fluency | x | x | x | x |
| Phonological fluency (FAS) | x | x | x | x |
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| Verbal Span | x | x | x | x |
| Digit Span | x | x | x | x |
| Corsi's block-tapping test span | x | x | x | x |
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| Attentive matrices | x | x | x | x |
| Trail Making Test A and B (TMT) | x | x | x | x |
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| Activities of Daily Living (ADL) | x | x | ||
| Instrumental Activities of Daily Living (IADL) | x | x | ||
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| Beck Depression Inventory (BDI) | x | x | x | x |
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| 36-Item Short Form Health Survey questionnaire (SF-36) | x | x | x | x |
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| Cognitive Reserve Index questionnaire (CRIq) | x | |||
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| Caregiver Burden Inventory (CBI) | x | x | ||
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| Patient Global Impression of Change (PGIC) | x | |||
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| Number of sessions carried out | x | |||
T0, baseline assessment; T1, post-intervention assessment; T2, 6-month follow-up; T3, 12-month follow-up.
Is used for the primary outcome,
is used only for caregivers of participants with Major Neurocognitive Disorder.
CoRe/HomeCoRe description of tasks, reporting involved cognitive skills.
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| Pairs of words are shown on the screen, the participant is asked to rewrite the second word of the pair when it is shown | Long-term memory abilities; learning and re-enactment strategies; visual imagery |
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| Words belonging to different categories are presented on the screen, the patient is asked to rewrite them in any order but respecting the corresponding category | Long-term memory abilities; learning and re-enactment strategies; visual imagery; categorical thinking |
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| The participant is asked to put together the pieces of a figure to recompose it | Visuo-spatial long-term memory; visual imagery; mental representation and planning |
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| The participant is asked to write the numbers in a reverse order compared to what previously heard | Verbal working memory; processing-speed |
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| After a study phase in which all cards are shown face up, they are faced down. The participant is asked to recall and match all equal cards in the least number of tries, by turning over pairs of cards one by one | Long-term memory abilities; visuo-spatial abilities |
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| The participant receives a sequence of spatial information (e.g., right, left, up, down) and then he/she is asked to store it and reproduce in the correct order on a grid | Working memory; visuo-spatial abilities; processing-speed |
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| A sequence of images is shown, the participant is asked to select, among several options, the one that completes the series | Non-verbal reasoning; mental problem solving; decision making |
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| The participant is asked to evaluate right or wrong matching between visual (image size) and auditory (sound volume) stimuli | Inhibitory control; processing-speed; working memory |
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| The participant is asked to put scrambled words in the correct order to form a full sentence | Mental and verbal planning; conceptual abstraction abilities |
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| The participant is asked to reorganize a scrambled sequence of images in the right chronological order to form a short story | Planning of activities: problem solving; temporal sequencing; visual attention |
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| The participant is asked to identify and select specific items within a matrix of random elements (letters or numbers) | Sustained and selective attention; visuo-spatial scanning; processing-speed |
Figure 2Therapist interface for monitoring performances of the participant in terms of overall Weighted Score (left) and interface of the participant for the execution of exercises (right).
Figure 3Home page of the therapist side of the interface for setting the requirements for the exercise plan (left) and home page of the participant/caregiver side of the interface (right) for HomeCoRe.