Division of Behavioral Medicine, Department of Medicine, Jacobs School of Medicine, University at Buffalo, Buffalo, NY, USA.
Published: May 2022
AI Article Synopsis
Article Abstract
Treatment guidelines identify cognitive behavioral therapy (CBT) as a treatment of choice for irritable bowel syndrome (IBS). As a learning-based treatment, homework assignments are regarded as important for optimizing outcomes for CBT-treated patients. However, their actual benefit for IBS is unknown. This study examined whether homework completion corresponds with immediate and sustained treatment response in IBS patients enrolled in CBT treatment. Subjects were 358 IBS patients receiving clinic-based CBT (10 session), home-based CBT (4 session), or a 4 session, non-specific IBS education comparator as part of a large NIH trial. Homework completion was rated by clinician at each session. IBS symptom improvement was measured with the Clinician Global Improvement Scale at treatment week 5, post-treatment (week 12), and at follow-ups (weeks 22, 34, 46, 62). Homework completion rates over the 10-week acute phase corresponded with greater IBS symptom improvement and patient satisfaction at post-treatment. Early treatment homework completion did not predict early treatment response. Contrary to expectations, homework compliance rates were not greater among in-clinic session patients than home-based patients. Data lend empirical support to the clinical value of homework in teaching patients how to self-manage painful GI symptoms refractory to conventional medical and dietary therapies.
School of Psychology, Centre for Studies of Psychological Applications, Guangdong Key Laboratory of Mental Health and Cognitive Science, Ministry of Education Key Laboratory of Brain Cognition and Educational Science, Guangdong Emergency Response Technology Research Center for Psychological Assistance in Emergencies, South China Normal University, Guangzhou, China.
Objective: In July 2021, the "Double Reduction" policy was introduced in China, aiming to alleviate the burden of excessive homework and off-campus tutoring for students in the compulsory education stage. The purpose of this study is to explore the changes in students' insomnia symptoms and related factors after the policy implementation. Meanwhile, sex differences were further examined.
The benefits of online homework are widely acknowledged for student learning. Numerous studies have provided evidence supporting the notion that the completion of an adequate amount of traditional homework is associated with enhanced academic success. However, there are inconsistent conclusions on the effect of homework completion on academic performance among the students who were exposed to online homework, particularly in China.
Background: The independent associations of physical activity (PA), sleep duration (SL), and screen time (ST) with health outcome measures have been well-documented among children and adolescents, but not in youth with moderate/severe ADHD. To this end, the present study aimed to investigate the associations between three components within 24-hour movement behaviour (24-HMB) framework and core symptoms and school engagement in youth with moderate/severe ADHD.
Methods: This study used pooled data from the 2021-2022 U.
Background: Homework is implemented with variable effectiveness in real-world therapy settings, indicating a need for innovative solutions to homework challenges. We developed Adhere.ly, a user-friendly, Health Insurance Portability and Accountability Act-compliant web-based platform to help therapists implement homework with youth clients and their caregivers.
Background: Cognitive restructuring (CR) is an evidence-based psychological technique for depression. However, face-to-face CR is not easily accessible. Digital CR interventions often overlook the difficulties individuals experiencing depression encounter in identifying their negative automatic thoughts (NAT), leading to suboptimal outcomes.
