Treating New Learning and Memory Deficits in...
Transcript of Treating New Learning and Memory Deficits in...
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Treating New Learning and Memory Deficits in Rehabilitation Populations:
the modified Story Memory Technique (mSMT)
Nancy D. Chiaravalloti, Ph.D. Nancy Moore, MA
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Objectives
• Understand techniques for memory rehabilitation with an evidence-base
• Understand the mSMT literature
• Understand the mSMT: Nuts & Bolts
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Memory Process Encoding Consolidation Retrieval
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Required Learning Trials (p<.05)
8.3 4.9
4.9
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Recall and Recognition (ns)
7
7.5
8
8.5
9
9.5
10
Recall Recognition
MSHC
*replicated in TBI; DeLuca et al., 2000
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What does this mean?
• The most effective treatment will target learning
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The Literature
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Treating Learning and Memory in TBI & Stroke
*Cicerone, 2011
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Treating Learning and Memory in TBI & Stroke
*Hegde, 2014
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Evidence in TBI & Stroke supports:
• External memory aides – Notebooks, iPads, alarms, etc
• Music • Imagery • Strategy based techniques
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Treating Learning and Memory in MS
15 studies 1 practice standard: mSMT 4 options:
• Imagery (basis of mSMT) • Music • Self-generation • Spaced trials
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Disclaimer
• This talk reviews specific interventions for treating memory impairment; – this does not reflect on cognitive rehabilitation in
general, which has wide support in TBI, Stroke and MS
• Data on exercise as a means of improving memory was also not reviewed
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Supported techniques (internal) across populations
• Music • Strategy based techniques
– Generation – Spacing
• Imagery
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Music
2 studies by same group
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Spoken vs sung list of words. Sung: recalled more word and had more frontal activity
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Strategy Training • Consistent support for various strategies
– Self-generation – Spaced learning – Retrieval practice – Errorless Learning
• Treatment gains remain over several months • Generalization to daily life still unknown
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“more than 100 years of distributed practice research has demonstrated that …spaced (versus massed) learning
consistently shows benefits, regardless of retention interval.”
Combining strategies is more effective than using one method alone
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Self-generation & Spaced Learning
STEM
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Strategy-based Treatment to Enhance Memory (STEM)
• Teaches persons and significant others how to apply novel techniques in daily life
• Teaching application of:
– Generation effect – Spacing effect – Testing effect
• 8 session treatment protocol for: – Persons with MS – Significant Other
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STEM Results
3
4
5
6
7
8
9
Baseline Follow-up
Treatment Control
Perceived Deficits
14
14.5
15
15.5
16
16.5
17
17.5
Baseline Follow-up
Treatment Control
Quality of Life
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STEM
• Running large RCT in TBI
• Large RCT in MS is under review
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Imagery
mSMT
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• Memory Retraining Treatment Protocol § Randomized Control Trial § Modified Story Memory Technique (mSMT) § 10 sessions
ü 2 times per week for 5 weeks ü 30 to 90 minutes in duration
• Does it work? § Assessments before and after treatment § Neuropsychological assessment, neuroimaging,
assessment of daily life
Can context and imagery facilitate learning?
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Studies on the mSMT • MS • Multiple Sclerosis and Related Disorders, 7, 76-82; 2016. • Multiple Sclerosis Journal, 21(12), 1575-1582; 2015. • Brain imaging and behavior, 8(3), 403-406. 2014. • Brain imaging and behavior, 8(3), 394-402. 2014. • Neurology. 10;81(24):2066-72; 2013 • Journal of Neurology, 259(7), 1337-1346; 2012
• TBI • Archives of Physical Medicine and Rehabilitation, 97(6), 1026-9; 2016. • Neurorehabilitation and Neural Repair, 30(6), 539-550; 2016. • The Journal of Head Trauma Rehabilitation, 30(4), 261-269; 2015.
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Randomized Clinical Trials • Design
– Double blind, placebo controlled RCT – Assessments before and after treatment
• Memory – Screened into study based on learning
impairment – Subsample: pre and post neuroimaging
• 2 populations – TBI: Funded by NIDILRR (n=95) – MS: Funded by NIH (n=86)
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MS: Learning by Group
4
5
6
7
8
9
10
11
12
Trial1
Trial2
Trial3
Trial4
Trial5
Treatment Control
CVLT Learning Trials
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Everyday Life After Memory Retraining in MS
56
58
60
62
64
66
68
70
Baseline Immediate Follow-up
Patient Self-Report FAMS General Contentment FrSBe Total Score*, Family Form
Chiaravalloti et al (2013), Neurology
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Changes on Functional MRI Scans Before and After mSMT treatment
Little difference between groups Treatment group robustly more active
After treatment Before treatment
fMRI shows increased activity after treatment— only in areas underlying the treated function
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Increased connectivity from L Hippocampus to
Insula bilaterally in treatment group after treatment
Increased connectivity from R Hippocampus to cluster comprised of L
post-central gyrus, precentral gyrus, middle frontal gyrus, and cingulate gyrus in
treatment group after treatment
Red line tx; blue line controls Leavitt et al, Brain Imaging & Beh, 2013
Resting State Functional Connectivity After Memory Retraining in MS
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mSMT Long-Term Effects
6
7
8
9
10
11
12
13
14 control group mean treatment group mean
CV
LT P
erfo
rman
ce
Pre Post 6 months
Occipital Gyrus
MTL
R z = 1 MFG
A
x = -42
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TBI: Learning Performance pre to post treatment
Paragraph Learning p<.05
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% of Participants improving on RBMT – everyday memory
p<.05
Treatment Control
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Significant changes in Default Mode Network (DMN)
regions
TBI: Between-group differences
Significant Change in Executive control
network (ECN)
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Imaging Findings
• Increased activation post-treatment • Default Mode Network (DMN) (Buckner et al., 2008)
– Suppressed (i.e. deactivated) during a performance of a cognitively demanding task
– Learning task is less cognitively demanding post-treatment
• Decreased ECN activation in treatment group
• Encoding is less cognitively demanding & more efficient post-treatment
– Applying new, more efficient strategies to learning
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Efficacy of mSMT • Treatment is effective
v Behavioral data v Everyday life data v Neuroimaging data
• Populations v MS and TBI v Ongoing
• ongoing • Pediatrics • Group treatment
• Translated v Spanish & Chinese v Strong pilot data in
Spanish
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Nuts and Bolts
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Modified Story Memory Technique
• Two skills taught – Imagery (sessions 1-4) – Context (sessions 5-8)
• Generalization – How you use skills in daily life (sessions 9 and 10)
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mSMT
Session 1-4 Imagery Instructions
• Each story contains Capitalized words to remember
• Create mental images of each story line • Picture the Characters, setting, etc.
*the context is provided- teaching imagery
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Story Example skill: imagery
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mSMT
• Guidance for Imagery
-concentrate on forming a mental image of a chunk of the story -several pieces of information in 2 images -verbal information transformed into pictures
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mSMT
Session 5-8 Context Instructions
• Make up story using a provided list of words • Create easy to visualize story
*Continue using imagery – adding meaningful context.
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List Example skill: context / organization
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Sunday after CHURCH I need to take my AUTOMOBILE to the bank to get CASH for a BOTTLE of wine.
AUTOMOBILE BOTTLE CASH CHURCH
mSMT
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mSMT
• Free Recall- List all of the Capitalized words
• Cued Recall - Contextual Cues - Semantic Cues
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Sunday after ______ I need to take my
_______ to the bank to get ______ for a _______ of wine.
mSMT
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LAWN SIDEWALK SNOW
Example of poor context:
There was SNOW on the SIDEWALK next to the LAWN.
Example of more effective context:
In the winter, the green LAWN was covered in SNOW from shoveling the SIDEWALK
mSMT
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mSMT Session 9-10 Everyday life
Instructions
• Words from shopping list, to-do list, or directions
• Make up story using a provided list of words
• Create easy to visualize story
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Funding Sources
49