Virtual Reality allows the integration of cognitive rehabilitation in a more ecologically valid context. The purpose of this study is to determine whether this methodology has more impact on psychosocial rehabilitation than a paper and pencil personalized program.
Cognitive impairments are frequently present on many psychiatric diseases, such as schizophrenia, depression, etc. and are not always given sufficient attention despite its limitations in activities of daily living (ADL's). Current cognitive rehabilitation methods mostly rely on paper-and-pencil tasks targeting isolated domains, which is not consistent with everyday life, and have limited ecological validity. Virtual Reality (VR) has shown to be a solution for the development of accessible and ecologically valid systems but, does it have more impact than a paper and pencil personalized intervention? Through a participatory design approach, with health professionals, the investigators have developed: a motor-accessible and cognitive-personalized VR-based system, where conventional cognitive tasks were operationalized in meaningful simulations of ADL's (Reh@City) and; a web tool which generates personalized paper and pencil tasks (Task Generator). The investigators goal is to have a sample of 30 inpatients from a psychosocial rehabilitation unit, with no age limit, randomly allocated in two groups: 1) the experimental group, where participants will perform 30 minutes of the VR training with Reh@City; and 2) the control group, where participants will perform 30 minutes of the paper and pencil training with the Task Generator.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Enrollment
29
Virtual Reality Intervention of 30 minutes, 3 times a week until reaching 24 sessions.
Paper and Pencil Intervention of 30 minutes, 3 times a week until reaching 24 sessions.
Instituto das Irmãs Hospitaleiras do Sagrado Coração de Jesus - Casa de Saúde Câmara Pestana
Funchal, Funchal-Madeira, Portugal
Montreal Cognitive Assessment (Cognitive Screening)
Change from baseline in the Montreal Cognitive Assessment. Higher values represent better outcomes.
Time frame: Baseline, End (8 weeks) and 8-weeks follow-up
Toulouse-Pieron (Attention)
Change from baseline in the Toulouse-Pieron Cancellation Test.
Time frame: Baseline, End (8 weeks) and 8-weeks follow-up
Semantic Fluency and Phonemic Fluency Tests
Change from baseline in the Semantic Fluency and Phonemic Fluency Tests
Time frame: Baseline, End (8 weeks) and 8-weeks follow-up
Verbal Paired Associates (WMS-III) (Memory)
Change from baseline in the Verbal Paired Associates (WMS-III)
Time frame: Baseline, End (8 weeks) and 8-weeks follow-up
Rey Complex Figure
Change from baseline in the Rey Complex Figure
Time frame: Baseline, End (8 weeks) and 8-weeks follow-up
Symbol Search and Coding (WAIS III)
Change from baseline in the Symbol Search and Coding (WAIS III)
Time frame: Baseline, End (8 weeks) and 8-weeks follow-up
Rey 15-Item Memory Test
Change from baseline in the Rey 15-Item Memory Test
Time frame: Baseline, End (8 weeks) and 8-weeks follow-up
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