首发精神分裂症患者认知功能研究

目的：了解精神分裂症患者认知功能损害的程度和性质。方法：选择首次发作的精神分裂症患者共５２例为研究组,作韦氏智力和记忆量表及成套神经心理测验中的连线测验与范畴测验;以健康者作对照组。结果：研究组的语言智商,操作智商,全量表智商,记忆商数,范畴测验的错误数,连线测验时间与对照组相比显著较差（Ｐ〈０．０１）。研究组中以阳性或阴性症状为主的患者上述各项无显著性差异;男女患者间亦无显著差异（Ｐ〈０．０１）     

CBT联合小剂量利培酮治疗精神分裂症患者幻听的临床效果及安全性研究

目的探讨认知行为治疗(CBT)联合小剂量利培酮在治疗精神分裂症幻听中的临床效果和安全性。方法采用随机数字表法将80例符合《中国精神障碍分类与诊断标准(第3版)》(CCMD-3)精神分裂症诊断标准的伴有幻听的患者分为CBT干预组(研究组)与药物治疗组(对照组)各40例,均采用非典型抗精神病药利培酮片治疗,CBT组药物剂量约为对照组的1/3,同时予以CBT干预。分别于入组时、3个月、6个月及随访6个月采用阳性和阴性症状量表(PANSS)、幻听量表(AHRS)、副反应量表(TESS)评定患者的临床疗效及副反应情况。结果治疗3个月、6个月及随访6个月两组的PNASS评分、AHRS评分均较治疗前降低,差异有统计学意义(P0.05或0.01);随访6个月时,两组间比较差异有统计学意义(P0.05)。对照组不良反应发生率高于研究组,差异有统计学意义(χ2=5.7826,P0.05)。结论 CBT联合小剂量抗精神病药物及足量抗精神病药物治疗精神分裂症幻听均有临床效果,前者疗效的持续性及不良反应发生率可能优于后者,但需要进一步研究。     

Social Skills Training for Adolescents with Asperger Syndrome and High-Functioning Autism

The effectiveness of a social skills training group for adolescents with Asperger syndrome and high-functioning autism (AS/HFA) was evaluated. Parents of six groups of adolescents (n = 46, 61% male, mean age 14.6) completed questionnaires immediately before and after the 12-week group. Parents and adolescents were surveyed regarding their experience with the group. Significant pre- to post-treatment gains were found on measures of both social competence and problem behaviors associated with AS/HFA. Effect sizes ranged from .34 to .72. Adolescents reported more perceived skill improvements than did parents. Parent-reported improvement suggests that social skills learned in group sessions generalize to settings outside the treatment group. Larger, controlled studies of social skills training groups would be valuable.     

规范化认知行为治疗对社区残留型精神分裂症患者生活质量和社会功能的影响

目的 探讨规范化的认知行为治疗（CBT）对社区慢性残留型精神分裂症患者的生活质量及其社会功能的改善作用.方法 于2011年6月～2012年1月将北京市原崇文区的社区慢性残留型精神分裂症患者32例按随机数字表分为CBT组和对照组,CBT组给予常规治疗联合规范化的认知行为治疗,对照组仅给予常规治疗,均干预3个月,比较两组患者的生活质量和社会功能变化.结果 12周时CBT组的心理因子、社会功能评分显著高于对照组（t分别为2.229,3.024; P＜0.05）;38周时CBT组的生活质量总分、心理因子和社会功能评分显著高于对照组（t分别为2.072,2.706,2.818;P＜0.05）;64周时CBT组的生活质量总分、生理因子、心理因子及社会功能评分均显著高于对照组（t分别为2.208,2.055,2.647,4.109; P＜0.05）.结论 规范化的认知行为治疗可能显著改善社区慢性残留型精神分裂症患者的生活质量和社会功能,但由于样本量小等因素尚需在社区中进一步研究与推广应用.     

Social Competence and Social Skills Training and Intervention for Children with Autism Spectrum Disorders

This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7–11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD. Portions of this paper were presented at the annual convention of the American Psychological Association, Boston, August 2008.     

Neuropsychological deficits are associated with smoking cessation treatment failure in patients with schizophrenia

Schizophrenics have deficits in neuropsychological performance, some of which are modified by cigarette smoking. These patients also have high rates of smoking and resistance to smoking cessation interventions. We examined whether the presence of neuropsychological deficits prior to smoking cessation treatment was associated with smoking cessation treatment failure in schizophrenic as compared to non-psychiatric control smokers. Neuropsychological assessments were performed prior to treatment with pharmacological agents during the course of placebo-controlled trials in schizophrenic and non-psychiatric control smokers, and included the Wisconsin Card Sorting Test (WCST), a Visuospatial Working Memory (VSWM) task, the Stroop Color Word Test (SCWT) and the Continuous Performance Test (CPT). In schizophrenics (n=32), subjects who had greater deficits in VSWM and WCST performance were significantly less likely to quit smoking, but this association was not observed in controls (n=40). Differences between quitters and non-quitters were not likely related to atypical antipsychotic treatment or differences in depressive symptoms. No associations between baseline performance on CPT or SCWT and quit status were found in either group. These preliminary data suggest that in schizophrenics, neuropsychological deficits are associated with smoking cessation treatment failure.     

Social stress in young people with specific language impairment

Social interactions can be a source of social stress for adolescents. Little is known about how adolescents with developmental difficulties, such as specific language impairment (SLI), feel when interacting socially. Participants included 28 adolescents with SLI and 28 adolescents with typical language abilities (TL). Self-report measures of social stress, social skills and social acceptance were obtained. Participants with SLI reported experiencing significantly more social stress than did participants with TL. Both groups judged themselves as having adequate social skills and positive social acceptance. Expressive language ability was negatively associated with social stress, but did not predict social stress when social factors were included in the regression model. Perceived social skills and social acceptance scores predicted social stress, in that poorer scores predicted more social stress. Despite perceiving themselves as having adequate social skills and as being socially accepted, social interactions are nonetheless a source of stress for adolescents with SLI.     

Effects of cognitive remediation on cognitive and social functions in individuals with schizophrenia

ABSTRACT

Individuals with schizophrenia exhibit cognitive impairments, which are related to impairments in social functions. This study investigated the effects of cognitive remediation on cognitive, social, and daily living impairment. Participants were individuals with schizophrenia between 20 and 60 years old (N?=?44). Participants were randomly assigned to two groups: a cognitive remediation intervention group and a non-intervention control group. The control group was provided with conventional drug therapy and either day care or occupational therapy. The intervention group was provided with the “neuropsychological educational approach to cognitive remediation” developed by Medalia and co-workers. We assessed cognitive functions using the brief assessment of cognition in schizophrenia (BACS), and evaluated social and daily living functions using the global assessment of functioning (GAF) scale. Significant group by time interaction effects indicated that verbal memory, working memory, attention, and executive function showed significantly greater improvement at post-intervention for the intervention group than the control group. Social and daily living function also improved in the intervention group and improvements were maintained one year after intervention. These preliminary findings indicate that the combination of cognitive remediation and psychiatric rehabilitation is effective for facilitating improvements in cognitive function and social and daily living functions in individuals with schizophrenia.     

The Effects of Social Skills Training vs. Psychoeducation on Negative Attitudes of Mothers of Persons with Schizophrenia: A Pilot Study

Objective

We compared the effects of two brief psychoeducation programs and social skills training on the negative attitudes of mothers with a son who has schizophrenia.

Methods

15 mothers with strong negative feelings towards a sons with schizophrenia were assigned by convenience to participate in one of three brief (5 session) group programs at an outpatient clinic: lecture-based psychoeducation, video-based psychoeducation, or social skills training. Assessments using the Patient Rejection Scale were conducted with the mothers at post-treatment, and 3-, 6-, and 9-months later.

Results

Mothers in the three groups demonstrated significantly different patterns of changes in their negative attitudes following treatment. Whereas the mothers who received the two psychoeducation interventions showed reductions in rejecting attitudes immediately following the program, their scores gradually increased at the subsequent follow-up assessments. In contrast, the mothers in the social skills training group showed reductions in negative attitudes that were sustained across all of the follow-up assessments.

Conclusion

Brief social skills training may be more effective than psychoeducation in reducing negative attitudes of parents who have an offspring with schizophrenia.     

Social skills training for patients with schizophrenia: a controlled clinical trial

Twenty-eight schizophrenic male patients, diagnosed by the Present State Examination and Catego criteria, and from families high on "expressed emotion," were randomly assigned to either intensive social skills training or holistic health therapy. A multidimensional evaluation was conducted before and after 9 weeks of inpatient treatment and for 24 months in the community. Patients exposed to social skills training evidenced significantly greater acquisition, generalization, and durability of social skills; their social adjustment in the community was rated as better by significant others; and they experienced fewer relapses and rehospitalizations.     

Social Skills Training with Children and Young People: Theory, Evidence and Practice

Deficits in social skills and social competence play a significant role in the development and maintenance of many emotional and behavioural disorders of childhood and adolescence. Social skills training (SST) aims to increase the ability to perform key social behaviours that are important in achieving success in social situations. Behavioural SST methods include instructions, modelling, behaviour rehearsal, feedback and reinforcement, frequently used in association with interpersonal problem solving and social perception skills training. Effective change in social behaviour also requires interventions that reduce inhibiting and competing behaviours, such as cognitive restructuring, self- and emotional-regulation methods and contingency management. Research suggests that SST alone is unlikely to produce significant and lasting change in psychopathology or global indicators of social competence. Rather, SST has become a widely accepted component of multi-method approaches to the treatment of many emotional, behavioural and developmental disorders.     

精神分裂症认知功能障碍功能磁共振成像研究的进展

精神分裂症是一种使人类严重丧失社会生活功能的疾病,影响了1%的世界人口,发病率和死亡率较高[1-2].精神分裂症通常发生在青春期或成年早期,约70%转为慢性精神分裂症[3].精神分裂症患者存在严重的认知功能障碍,疾病改变了患者的大脑结构和功能,对人的思维、注意力和协调性方面有很大影响[4],主要表现在注意、记忆和执行功能等方面[5].随着神经功能影像学的发展,很多功能影像相关的技术成为研究精神分裂症的重要方法.最初,科学家们利用功能影像学研究精神分裂症认知功能障碍与大脑各个脑功能区域的联系,试图通过建立多个脑区之间广泛地功能连接来更好地解释精神分裂症患者混乱的认知功能.功能磁共振成像(Functional Magnetic Resonance Imaging,fMRI)作为一种比较成熟的功能影像技术,广泛地被科研人员应用于精神分裂症患者认知功能损害的研究中,并取得了一定成果.这些成果为我们提供了对精神分裂患者的大脑进行更细微研究的一些理解,现将研究进展综述如下.     

A virtual reality application in role-plays of social skills training for schizophrenia: a randomized, controlled trial

Although social skills training (SST) is an effective approach for improving social skills for schizophrenia, the motivational deficit attenuates its efficacy. Virtual reality (VR) applications have allowed individuals with mental disabilities to enhance their motivation for rehabilitations. We compared SST using VR role-playing (SST-VR) to SST using traditional role-playing (SST-TR). This randomized, controlled trial included 91 inpatients with schizophrenia who were assigned to either SST-VR (n = 46) or SST-TR (n = 45). Both groups were administered over 10 semiweekly group sessions. An experienced, blinded rater assessed vocal, nonverbal and conversational skills. We also obtained data on motivation for SST and various social abilities. Throughout the 10 sessions, the SST-VR group (n = 33) showed greater interest in SST and generalization of the skills than the SST-TR group (n = 31). After SST, the SST-VR group improved more in conversational skills and assertiveness than the SST-TR group, but less in nonverbal skills. The VR application in role-plays of SST for schizophrenia may be particularly beneficial in terms of improving the conversational skills and assertiveness, possibly through its advantages in enhancing motivation for SST and generalization of the skills, and thus it may be a useful supplement to traditional SST.     

Outcomes of the Chinese Basic Conversation Skill Module (CBCSM) for people with schizophrenia having mild to moderate symptoms and dysfunction in Hong Kong

Abstract

This study tested the effectiveness of a culturally adapted Chinese Basic Conversation Skill Module (CBCSM) for Hong Kong Chinese with schizophrenia. A total of 106 participants with schizophrenia who had mild to moderate levels of symptoms and dysfunction were recruited between January 2004 and September 2005. After random allocation, 35 participants were assigned to the CBCSM group with skill generalization training (SGT), 35 participants were assigned to the CBCSM group without SGT, and 36 participants were assigned to the placebo group. All participants were assessed by a blind rater at baseline, 5 weeks after commencement of skills training, and 3 and 6 months after completion of skills training on conversation skill mastery, subjective personal well being, and self esteem. After 15 sessions of intervention, the CBCSM group with SGT and the CBCSM group outperformed the placebo group in social skills. At the 6-month follow-up, social skill of CBCSM group with SGT was better than the CBCSM group and the placebo group. CBCSM with SGT was found to be effective in improving conversation skill of people with schizophrenia in Hong Kong. This combined strategy was also shown to be better than mere application of CBCSM in helping conversation skill mastery.     

A virtual reality-integrated program for improving social skills in patients with schizophrenia: A pilot study

Background and objectives

Social skills training (SST) intervention has shown its efficacy to improve social dysfunction in patients with psychosis; however the implementation of new skills into patients' everyday functioning is difficult to achieve. In this study, we report results from the application of a virtual reality (VR) integrated program as an adjunct technique to a brief social skills intervention for patients with schizophrenia. It was predicted that the intervention would improve social cognition and performance of patients as well as generalisation of the learned responses into patient's daily life.

Methods

Twelve patients with schizophrenia or schizoaffective disorder completed the study. They attended sixteen individual one-hour sessions, and outcome assessments were conducted at pre-treatment, post-treatment and four-month follow-up.

Results

The results of a series of repeated measures ANOVA revealed significant improvement in negative symptoms, psychopathology, social anxiety and discomfort, avoidance and social functioning. Objective scores obtained through the use of the VR program showed a pattern of learning in emotion perception, assertive behaviours and time spent in a conversation. Most of these gains were maintained at four-month follow-up.

Limitations

The reported results are based on a small, uncontrolled pilot study. Although there was an independent rater for the self-reported and informant questionnaires, assessments were not blinded.

Conclusions

The results showed that the intervention may be effective for improving social dysfunction. The use of the VR program contributed to the generalisation of new skills into the patient's everyday functioning.     

认知矫正治疗前后慢性精神分裂症患者功能磁共振成像的对照研究

目的 探讨认知矫正治疗对精神分裂症患者工作记忆相关脑区活动的影响.方法 对10例病情稳定的慢性精神分裂症患者进行为期6个月的认知矫正治疗,分别于治疗前后进行韦克斯勒记忆量表(WMS)测查及功能磁共振成像(fMRI)测量.结果 (1)WMS测查:治疗后再认[(8.11±4.34)分]和再生[(10.22±3.35)分]以及Benton错误[(3.75±2.92)分]均较治疗前[分别为(5.78±2.95)分、(8.56±3.21)分和(8.00±6.28)分]改善,均P＜0.05.(2)fMRI:治疗前后的反应时和正确率比较,差异无统计学意义(P＞0.05).治疗后在高负荷条件下,背侧前额叶皮质(DLPFC)区域(Brodmann46区)的激活范围(x,y,z=-51,36,15;k=40,t=7.21)小于治疗前的激活范围(x,y,z=-48,24,24,k=154,t=12.72),治疗前后DLPFC区域激活(x,y,z=-24,36,18,k=12,t=3.75)的差异有统计学意义(P＜0.005);在低负荷条件下,治疗前后DLPFC区域激活的差异无统计学意义(P＞0.05).结论 认知矫正治疗能改善精神分裂症患者工作记忆相关脑区的活动.     

Social cognition,social competence,negative symptoms and social outcomes: Inter-relationships in people with schizophrenia

Social deficits are common in people with schizophrenia and the treatment of deficits in social competence has been a long-time treatment strategy. However, negative symptoms and social cognitive deficits also contribute to social dysfunction. In this study, we examined the correlations between everyday social outcomes, a performance based measure of social competence, and performance on 8 different social cognition tests in 179 patients with schizophrenia. Social cognition, social competence, and motivation-related negative symptoms accounted for 32% of the variance in real-world social outcomes. In addition, two different social cognition tests, along with expression-related negative symptoms accounted for 32% of the variance in performance-based assessments of social competence. These data suggest that negative symptoms exert an important influence on social outcomes and social competence, but not social cognition, and that social cognition and social competence exert separable influences on real-world social outcomes. Improving social outcomes seems to require a multi-faceted approach which considers social cognition, social competence, and negative symptoms.