Abstract
Although psychotherapy is indicated for the treatment of delusions in schizophrenia, it is unclear exactly what form of psychotherapy is most effective. To help clarify what psychotherapy modalities should be used for delusions in schizophrenia, this review explored current literature to examine the effectiveness of various psychotherapy modalities. Clinical trials were found through an online database and (when possible) only trials that included a control or wait-list condition were included. The central conclusion of this review is that cognitive behaviour therapy (CBT) is the most effective psychotherapy option for delusions. Specifically, CBT has been demonstrated to achieve moderate effect sizes and long-term improvements in delusional symptoms, although the evidence remains equivocal. Important implications for clinicians as well as future research directions are also discussed.
Highlights
Processing speed is the rate at which a person performs simple perceptual or cognitive tasks with reasonable accuracy [1]
The study aimed to determine whether processing speed for auditory stimuli improved with age; whether auditory processing speed was correlated with reaction time, and whether reaction time limited processing speed on the Auditory Processing Speed Test (A-PST); and how processing speed was impacted by impulsivity
A child’s impulsiveness on the A-PST was shown to impact processing speed, with each 1 standard deviation (SD) increase in impulsivity resulting in a 0.47 SD increase in average processing speed (APS) in wpm
Summary
Processing speed is the rate at which a person performs simple perceptual or cognitive tasks with reasonable accuracy [1]. Processing speed measures include a variety of tasks, including associating numbers with symbols, searching for and responding to specific targets, and rapid naming of visual stimuli [1]. Individual differences in processing speed have been shown to influence academic performance in the classroom [2]. Processing speed underlies many cognitive skills including reading word recognition, reading comprehension, verbal ability, and verbal reasoning [3]. Tests that assess processing speed may be important tools to identify children at risk of academic underachievement in the classroom. Detection and subsequent management of deficits in these areas may allow children to reach their full scholastic potential and avoid issues commonly associated with poor learning outcomes, such as low selfesteem
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