Effects of a Computer-based Cognitive Stimulation on the Verbal Learning and the Progression of White Matter Hyperintensities in Mild Cognitive Impairment: A Protocol for a Randomized Controlled Trial.
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Mild Cognitive Impairment
- Sponsor
- Leila DJABELKHIR
- Enrollment
- 90
- Primary Endpoint
- Change on Rey Auditory Verbal Learning test
- Last Updated
- 8 years ago
Overview
Brief Summary
This is a non-pharmacological study evaluating the impact of a computerized cognitive stimulation program on verbal learning and on the progression white matter hyperintensities in elderly with mild cognitive impairment.
Detailed Description
White matter hyperintensities (WMH) can appear in Mild Cognitive Impairment (MCI) and have been associated to executive, attention and processing speed deficits. Some findings indicate that the presence of WMH may contribute to Alzheimer's disease (AD) in addition to ß-amyloid, suggesting a greater vulnerability of MCI. One important challenge is to prevent or slowing down the progression of WMH. Few studies investigated the effects of computerized cognitive interventions in MCI with WMH, which deserve special attention. This study aim to investigate the effects of an intensive computer-based cognitive stimulation (CCS) program on the verbal learning in episodic memory in MCI with WMH and to explore the effects on the progression of WMH at 1-year interval.
Investigators
Leila DJABELKHIR
PhD candidate
Broca Hospital
Eligibility Criteria
Inclusion Criteria
- •Clinical diagnosis of Mild Cognitive Impairment
- •With and without with matter hyperintensities
- •MRI data available or accept to perform one
- •No engagement in other cognitive intervention program
Exclusion Criteria
- •Psychiatric and neurological disorders
- •History of alcohol or other substance consumption
- •Sensory and or motor deficit that could interfere with the use of computer tool
- •Refusal MRI.
Outcomes
Primary Outcomes
Change on Rey Auditory Verbal Learning test
Time Frame: Baseline assessment in 3-weeks period before intervention, change from baseline at 6-months immediately after the end intervention, and after 3-months follow-up
Assessment of verbal learning in episodic memory
Secondary Outcomes
- Change on Fazekas scale(Baseline assessment of WMH severity and evolution at 12 months immediately after intervention)