Evaluation of a cognitive remediation intervention for college students with psychiatric conditions

Michelle G. Mullen, Judy L. Thompson, Ann A. Murphy, Derek Malenczak, Giovanna Giacobbe, Sean Karyczak, Katherine E. Holloway, Elizabeth W. Twamley, Steven M. Silverstein, Kenneth J. Gill

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Objective: Given the poor educational outcomes associated with psychiatric conditions, we developed Focused Academic Strength Training (FAST), a 12-week strategy-focused cognitive remediation intervention designed to improve academic functioning among college students with psychiatric conditions. Here we report initial results from a randomized controlled trial of FAST. Method: Seventy-two college students with mood, anxiety, and/or psychotic disorders were randomized to receive FAST or services as usual and were assessed at baseline and 4 months (posttreatment). Results: Repeated-measures analyses of variance indicated FAST-associated improvements in self-reported cognitive strategy use (p < .001), self-efficacy (p = .001), and academic difficulties (p = .025). There were no significant treatment-related improvements in neuropsychological performance. Conclusions and Implications for Practice: FAST may lead to an increase in self-efficacy and cognitive strategy use, as well as a reduction in academic difficulties among students with psychiatric conditions. Future analyses with follow-up data through 12 months will address the potential of FAST to improve academic functioning among this population.

Original languageEnglish (US)
Pages (from-to)103-107
Number of pages5
JournalPsychiatric rehabilitation journal
Volume40
Issue number1
DOIs
StatePublished - Mar 1 2017

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All Science Journal Classification (ASJC) codes

  • Health Professions (miscellaneous)
  • Rehabilitation
  • Psychiatry and Mental health

Keywords

  • Academicfff functioning
  • Cognitive remediation
  • College student
  • Executive functioning
  • Psychiatric condition

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