Feasibility and Clinical Effectiveness of Computer-Based Cognitive Rehabilitation in Illiterate and Low-Educated Individuals with Mild Cognitive Impairment: Preliminary Data.

Autor:	Petri MC; Laboratory of Neuropsychology and Behavioural Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece., Messinis L; Laboratory of Neuropsychology and Behavioural Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece., Patrikelis P; Laboratory of Neuropsychology and Behavioural Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece., Nasios G; Department of Speech and Language Therapy, University of Ioannina, Ioannina, Greece., Dimitriou N; Department of Speech and Language Therapy, University of Ioannina, Ioannina, Greece., Nousia A; Department of Speech and Language Therapy, University of Peloponnese, Kalamata 24100, Greece., Kosmidis MH; Laboratory of Neuropsychology and Behavioural Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece.
Jazyk:	angličtina
Zdroj:	Archives of clinical neuropsychology : the official journal of the National Academy of Neuropsychologists [Arch Clin Neuropsychol] 2024 Sep 27. Date of Electronic Publication: 2024 Sep 27.
DOI:	10.1093/arclin/acae078
Abstrakt:	Objective: We investigated the feasibility of the RehaCom cognitive rehabilitation software in illiterate and low-educated individuals with mild cognitive impairment (MCI) and its clinical effectiveness in improving cognitive functions. Methods: Twenty illiterate or low-educated individuals with MCI were randomly assigned to an intervention (IG; n = 10) and control group (CG; n = 10). The IG participated in the cognitive enhancement program for 6 weeks, twice a week and a duration of 50-60 min for each session, while the CG did not receive any kind of intervention. Results: The two groups were demographically matched. The IG successfully completed all sessions of the cognitive enhancement program. A within-subject comparison between baseline and post-intervention assessment of cognitive functions indicated that the IG improved significantly on all administered neuropsychological tests, in contrast to the CG, whose performance remained stable between baseline and final assessment. A between-group comparison found statistically significant differences between the IG and CG groups on the Hindi Mental State Examination, Mini-Mental State Examination, and on delayed memory and recognition tasks, in favor of the IG. Conclusions: The findings of the present study support the feasibility of applying computerized cognitive enhancement programs to illiterate and low-educated individuals. Moreover, these programs appear to contribute positively to improving the cognitive functions of this population group. In order to generalize and confirm similar findings in a broader population of illiterate and low-educated individuals, future studies should include larger samples, possibly with longer duration of treatment and control groups that will receive non-targeted interventions as placebo interventions. (© The Author(s) 2024. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permission@oup.com.)
Databáze:	MEDLINE
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