title: Examining the durability of a hybrid, remote and computer-based cognitive remediation intervention for adolescents with 22q11.2 deletion syndrome.
abstract: Schizophrenia and 22q11.2 deletion syndrome (22q11DS) share similar patterns of cognitive deficits. Up to 30% of those with 22q11DS develop schizophrenia during early adulthood. As cognitive decline has recently been found to predict onset of psychosis in adolescents with 22q11DS, early interventions such as cognitive remediation (CR) during adolescence are warranted. This paper investigates the durability of a remote, computerized, CR programme for youth with 22q11DS. Our aim was to determine if the positive effects of CR persisted 6 months beyond intervention completion.
  
  
  
  A longitudinal design with 21 participants serving as their own controls was used. Youth were seen for neurocognitive assessments at pre-treatment, after the targeted 8-month intervention, at post-treatment, and 6 months after for follow-up. During the intervention, cognitive coaches met remotely with participants for CR via video conferencing three times a week, and offered task-specific strategies. To determine if intervention improvements held across the 6-month follow-up period, neurocognitive measures were statistically examined with repeated measures analysis of variances from pre-treatment through follow-up.
  
  
  
  Our CR intervention proved durable. Post-treatment improvements comprising cognitive flexibility, executive function, reaction time and working memory were maintained over the follow-up period.
  
  
  
  Results confirm previous research regarding the durability of CR treatment and extend these findings to youth with 22q11DS. The present study may serve to inform early intervention efforts focused on cognitive and functionally relevant rehabilitation goals for youth with 22q11DS and suggests that 22q11DS can potentially serve as a suitable model for examining the trajectory preceding psychosis.
authors.affiliation: Department of Psychiatry and Behavioral Sciences, State University of New York at Upstate Medical University, Syracuse, New York, USA.
authors.forename: Margaret A
authors.initials: MA
authors.lastname: Mariano
authors.affiliation: Department of Psychiatry and Behavioral Sciences, State University of New York at Upstate Medical University, Syracuse, New York, USA.
authors.forename: Kerri
authors.initials: K
authors.lastname: Tang
authors.affiliation: Department of Psychology, Wesleyan University, Middletown, Connecticut, USA.|Program in Neuroscience and Behavior, Wesleyan University, Middletown, Connecticut, USA.
authors.forename: Matthew
authors.initials: M
authors.lastname: Kurtz
authors.affiliation: Department of Psychiatry and Behavioral Sciences, State University of New York at Upstate Medical University, Syracuse, New York, USA.
authors.forename: Wendy R
authors.initials: WR
authors.lastname: Kates
mesh_terms: D000293:Adolescent; D003071:Cognition; D000072466:Cognitive Remediation / Q000379:methods*; D004062:DiGeorge Syndrome / Q000523:psychology* / Q000628:therapy*; D005260:Female; D006801:Humans; D008297:Male; D013813:Therapy, Computer-Assisted / Q000379:methods*; D049269:Videoconferencing
keywords: 22q11.2 deletion syndrome; adolescents; cognitive remediation; early intervention in psychosis; follow-up study