Feasibility of a Telehealth Compensatory Cognitive Training Program for Older Adults with Mild Cognitive Impairment.

OBJECTIVES: Older adults experiencing mild cognitive impairment (MCI) may benefit from compensatory cognitive training (CCT). This study investigated the feasibility of telehealth CCT among older adults with MCI. METHODS: Adults age 55+ with MCI (n = 28) and a care partner (n = 18) participated in telehealth CCT. Participants rated sessions' technological interference on an adapted 0-100 session rating scale (higher scores=less interference). Clinicians provided ratings and qualitative feedback on types of interference experienced. Feasibility was assessed by enrollment and completion rates, and through ratings and feedback. RESULTS: 6% of contacts declined participation due to telehealth delivery. 24 of 28 participants completed the program, with no dropouts due to telehealth. Participants (M = 81.32, SD = 25.61) and clinicians (M = 76.24, SD = 33.37) rated technological interference as infrequent. Clinicians indicated most interference did not impact sessions, though 4% required rescheduling due to interference. CONCLUSIONS: Telehealth delivery was not a barrier to recruitment, enrollment, or completion of CCT. Technological problems were mostly minor. Telehealth CCT could support access to and intervention among older adults with MCI. CLINICAL IMPLICATIONS: Telehealth CCT for older adults with MCI was feasible, with mild issues not impacting session completion. Clinicians should be prepared to offer support as technological issues arise, or have dedicated technological support services.

Developmental differences in value-based remembering: The role of feedback and metacognition.

The ability to prioritize remembering explicitly valuable information is termed value-based remembering. Critically, the processes and contexts that support the development of value-based remembering are largely unknown. The present study examined the effects of feedback and metacognitive differences on value-based remembering in predominantly White adults from a Western university (N = 89) and children aged 9-14 years old recruited nationwide (N = 87). Participants completed an associative recognition task during which they memorized items worth varying point values under one of three feedback conditions (point feedback, memory-accuracy feedback, or no feedback). Developmental differences emerged such that children were most likely to selectively remember high-value items when receiving memory-accuracy feedback while adults were most selective when receiving point-based feedback. Furthermore, adults had more accurate metacognitive insight into how value impacted performance. These findings suggest developmental differences in the effects of feedback in value-based remembering and the role of metacognition. (PsycInfo Database Record (c) 2023 APA, all rights reserved).