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Long term effects of cognitive training
1.
ORIGINAL CONTRIBUTION Long-term
Effects of Cognitive Training on Everyday Functional Outcomes in Older Adults Sherry L. Willis, PhD Sharon L. Tennstedt, PhD Michael Marsiske, PhD Karlene Ball, PhD Jeffrey Elias, PhD Kathy Mann Koepke, PhD John N. Morris, PhD George W. Rebok, PhD Frederick W. Unverzagt, PhD Anne M. Stoddard, ScD Elizabeth Wright, PhD for the ACTIVE Study Group DECLINE IN COGNITIVE ABILI-ties has been shown to lead to an increased risk of diffi-culty in performing instru-mental activities of daily living (IADL).1-5 However, whether inter-ventions to maintain or enhance cog-nitive abilities in older adults will pre-vent or delay these functional difficulties is unclear. Prior interven-tions with older adults have targeted those with cognitive deficits or func-tional disabilities and have focused on remediation rather than prevention.6,7 Prior studies have shown that cogni-tive interventions can improve cogni-tive abilities in normal elders but have not included functional outcome measures and have been limited by small, homogeneous samples and lack of randomization.8-11 For editorial comment see p 2852. Context Cognitive training has been shown to improve cognitive abilities in older adults but the effects of cognitive training on everyday function have not been demonstrated. Objective To determine the effects of cognitive training on daily function and du-rability Author Affiliations are listed at the end of this article. CorrespondingAuthor:Sherry L. Willis,PhD,Department ofHumanDevelopment and Family Studies, Pennsylva-nia State University, 135 E Nittany Ave, Suite 405, State College, PA 16801 (slw@psu.edu). of training on cognitive abilities. Design, Setting, and Participants Five-year follow-up of a randomized con-trolled single-blind trial with 4 treatment groups. A volunteer sample of 2832 persons (mean age, 73.6 years; 26% black), living independently in 6 US cities, was recruited from senior housing, community centers, and hospitals and clinics. The study was con-ducted between April 1998 and December 2004. Five-year follow-up was completed in 67% of the sample. Interventions Ten-session training for memory (verbal episodic memory), reason-ing (inductive reasoning), or speed of processing (visual search and identification); 4-ses-sion booster training at 11 and 35 months after training in a random sample of those who completed training. Main Outcome Measures Self-reported and performance-based measures of daily function and cognitive abilities. Results The reasoning group reported significantly less difficulty in the instrumental ac-tivities of daily living (IADL) than the control group (effect size, 0.29; 99% confidence interval [CI], 0.03-0.55). Neither speed of processing training (effect size, 0.26; 99% CI, −0.002 to 0.51) nor memory training (effect size, 0.20; 99% CI, −0.06 to 0.46) had a significant effect on IADL. The booster training for the speed of processing group, but not for the other 2 groups, showed a significant effect on the performance-based func-tional measure of everyday speed of processing (effect size, 0.30; 99% CI, 0.08-0.52). No booster effects were seen for any of the groups for everyday problem-solving or self-reported difficulty in IADL. Each intervention maintained effects on its specific targeted cognitive ability through 5 years (memory: effect size, 0.23 [99% CI, 0.11-0.35]; rea-soning: effect size, 0.26 [99% CI, 0.17-0.35]; speed of processing: effect size, 0.76 [99% CI, 0.62-0.90]). Booster training produced additional improvement with the reasoning intervention for reasoning performance (effect size, 0.28; 99% CI, 0.12-0.43) and the speed of processing intervention for speed of processing performance (effect size, 0.85; 99% CI, 0.61-1.09). Conclusions Reasoning training resulted in less functional decline in self-reported IADL. Compared with the control group, cognitive training resulted in improved cog-nitive abilities specific to the abilities trained that continued 5 years after the initiation of the intervention. Trial Registration clinicaltrials.gov Identifier: NCT00298558 JAMA. 2006;296:2805-2814 www.jama.com ©2006 American Medical Association. All rights reserved. (Reprinted) JAMA, December 20, 2006—Vol 296, No. 23 2805 Downloaded from www.jama.com on December 20, 2006
2.
COGNITIVE TRAINING ON
EVERDAY FUNCTIONAL OUTCOMES The Advanced Cognitive Training for Independent and Vital Elderly (AC-TIVE) study is the first multicenter, ran-domized controlled trial to examine the long-term outcomes of cognitive inter-ventions on the daily functioning of older individuals living indepen-dently. 12 Previously reported data from the ACTIVE study showed that each of 3 cognitive interventions improved the cognitive ability it targeted and these improvements were maintained through the 2 years of follow-up.13 This article addresses the long-term effects of cognitive training on the mainte-nance of self-reported IADL. FIGURE 1 presents the conceptual model for the ACTIVE trial. Four hypotheses were derived from this model. First, cognitive training would affect the cognitive ability targeted by that training and these effects would be maintained over time. Second, main-tained improvements in cognitive abil-ity would have a positive transfer effect on everyday function. Based on prior research,14,15weexpected to first see this transfer of training effects to affect IADL functioning. Third, this training trans-fer from cognitive abilities toIADLfunc-tion would occur in all 3 training groups because each of the 3 cognitive abili-ties has been associated withIADLfunc-tioning. 9,16 While the broadest transfer of training effects was expected to improve IADL functioning, we also expected to see other training-specific effects (ie, transfer of improvement in reasoning and memory to improve-ments in everyday problem solving or transfer of improvement in speed of pro-cessing to improvements in everyday speed of processing tasks). Finally, because of the functional indepen-dence of participants at baseline, it was hypothesized that observations of train-ing effects on IADL functioning would be delayed until the control group began to experience significant functional decline. This was observed at the 5-year follow-up and therefore the hypoth-esized delayed outcome of mainte-nance of IADL function could be tested. METHODS Participants The sample consisted of older adults liv-ing independently with good functional and cognitive status who were recruited from senior housing, community cen-ters, and hospitals and clinics in Bir-mingham, Ala; Detroit, Mich; Boston, Mass; Baltimore, Md; Indianapolis, Ind; and State College, Pa. Participants were enrolled in the study between March 1998 and October 1999.12 Persons were excluded if they were younger than 65 years; had substantial functional impair-ment (2ADLdisabilities) or cognitive decline (Mini-Mental State Examina-tion [MMSE] score 22)17; self-reported diagnosis of Alzheimer dis-ease; medical conditions associated with imminent functional decline or death; severe losses in vision, hearing, or com-municative ability that would interfere with study participation; recent cogni-tive training; or were unavailable dur-ing the study period. Because previous studies of cognitive training had been conducted in white older adults, recruit-mentof other race and ethnic groups was emphasized. Race was self-reported as white, black, Asian, Native Hawaiian/ Pacific Islander, American Indian/ Alaskan Native, or biracial. Participants indicated if they were Hispanic or Latino. Study Design ACTIVE was a randomized controlled, single-blind trial, using a4-groupdesign, including 3 treatment groups and a con-trol group (FIGURE2). Participants were randomized to a group by the data co-ordinating center using a computer ran-domization program. Assessments were conducted at baseline, following the in-tervention, and annually at 1, 2, 3, and 5 years. Assessors were blinded to treat-ment assignment. Exposure to social contact was equated in the 3 interven-tion groups. The control group had no contact; a placebo social contact control wasnot included because prior interven-tion studies indicated no differences be-tween a social contact control and a “no contact” control in either cognitive or functional improvement.18,19 Prior ACTIVEresults13 showed that cognitive effectswerespecific toeachintervention. Thestudy protocol was approved by the institutionalreviewboardsat all sitesand the trial was monitored by a data and Figure 1. Conceptual Model of ACTIVE Trial RANDOMIZED COGNITIVE TRAINING INTERVENTION Reasoning Training Memory Training Speed Training COGNITIVE OUTCOMES Reasoning Memory Attentional Speed FUNCTIONAL OUTCOMES Everyday Problem Solving ADL and IADL Functioning Everyday Speed of Processing Individual Characteristics (Covariates) Cognitive Function/Disorder Health Conditions Physical Characteristics Sensory Function Sociodemographics ACTIVE indicates Advanced Cognitive Training for Independent and Vital Elderly; ADL, activities of daily liv-ing; IADL, instrumental activities of daily living. 2806 JAMA, December 20, 2006—Vol 296, No. 23 (Reprinted) ©2006 American Medical Association. All rights reserved. Downloaded from www.jama.com on December 20, 2006
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safety monitoring board.
Written in-formed consent was obtained from all participants. COGNITIVE TRAINING ON EVERDAY FUNCTIONAL OUTCOMES Interventions Each of the 3 training interventions was designed to narrowly target a specific cognitive ability—memory, reason-ing, or speed of processing—and in-cluded no overlap with the functional Figure 2. Flow of Individuals in ACTIVE Trial Year 2 Evaluation 27 Partial Training 1 Died 36 Withdrew 6 Administrative Withdrawal∗ 28 Not Assessed 7 Received Partial Booster 10 Died 25 Withdrew 3 Administrative Withdrawal∗ 45 Not Assessed 18 Excluded 6 Died 9 Withdrew 3 Administrative Withdrawal∗ 49 Not Assessed 563 Assessed 45 Partial Training 5 Died 37 Withdrew 4 Administrative Withdrawal∗ 30 Not Assessed 4 Received Partial Booster 15 Died 20 Withdrew 2 Administrative Withdrawal∗ 56 Not Assessed 17 Excluded 3 Died 11 Withdrew 3 Administrative Withdrawal∗ 50 Not Assessed 555 Assessed 35 Partial Training 1 Died 28 Withdrew 1 Administrative Withdrawal∗ 29 Not Assessed 4 Received Partial Booster 11 Died 14 Withdrew 4 Administrative Withdrawal∗ 52 Not Assessed 17 Excluded 9 Died 5 Withdrew 3 Administrative Withdrawal∗ 62 Not Assessed 574 Assessed 1 Died 25 Withdrew 8 Administrative Withdrawal∗ 31 Not Assessed 9 Died 24 Withdrew 4 Administrative Withdrawal∗ 49 Not Assessed 26 Excluded 9 Died 14 Withdrew 3 Administrative Withdrawal∗ 55 Not Assessed 552 Assessed Year 1 Evaluation 38 Excluded 505 Assessed 37 Excluded 566 Assessed 29 Excluded 601 Assessed 37 Excluded 584 Assessed Immediate Posttest 43 Excluded 640 Assessed 46 Excluded 629 Assessed 30 Excluded 653 Assessed 34 Excluded 639 Assessed Booster Training 372 Assigned to Receive Booster Training 82 Did Not Receive Booster 283 Completed Booster 371 Assigned to Receive Booster Training 66 Did Not Receive Booster 301 Completed Booster 370 Assigned to Receive Booster Training 71 Did Not Receive Booster 295 Completed Booster 372 Assigned to Receive Booster Training 118 Did Not Receive Booster 4 Received Partial Booster 250 Completed Booster 371 Assigned to Receive Booster Training 121 Did Not Receive Booster 7 Received Partial Booster 243 Completed Booster 370 Assigned to Receive Booster Training 133 Did Not Receive Booster 7 Received Partial Booster 230 Completed Booster Booster Training at Year 3 2168 Excluded 905 Ineligible 1263 Refused Training 711 Assigned to Receive Memory Training 64 No Training 620 Completed Training 705 Assigned to Receive Reasoning Training 33 No Training 627 Completed Training 712 Assigned to Receive Speed Training 40 No Training 637 Completed Training 704 Assigned to Control 5000 Individuals Assessed for Eligibility 2832 Randomized Baseline 32 Died 54 Withdrew 52 Administrative Withdrawal∗ 2 Family Refusal Total Attrition 49 Died 124 Withdrew 64 Administrative Withdrawal∗ 2 Family Refusal 41 Died 49 Withdrew 37 Administrative Withdrawal∗ 9 Family Refusal Total Attrition 64 Died 117 Withdrew 46 Administrative Withdrawal∗ 9 Family Refusal 46 Died 54 Withdrew 38 Administrative Withdrawal∗ 8 Family Refusal Total Attrition 67 Died 101 Withdrew 46 Administrative Withdrawal∗ 8 Family Refusal 46 Died 66 Withdrew 43 Administrative Withdrawal∗ 4 Family Refusal Total Attrition 65 Died 129 Withdrew 58 Administrative Withdrawal∗ 4 Family Refusal Years 3 and 5 Evaluation 140 Excluded 472 Assessed 136 Excluded 469 Assessed 146 Excluded 490 Assessed 159 Excluded 448 Assessed 6 Protocol Violations 699 Included in Analysis 10 Protocol Violations 702 Included in Analysis 6 Protocol Violations 698 Included in Analysis 8 Protocol Violations 703 Included in Analysis ACTIVE indicates Advanced Cognitive Training for Independent and Vital Elderly. *Site-level decision was made to withdraw individual from the study. ©2006 American Medical Association. All rights reserved. (Reprinted) JAMA, December 20, 2006—Vol 296, No. 23 2807 Downloaded from www.jama.com on December 20, 2006
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outcomes in this
study.12,13 Memory training involved teaching mnemonic strategies (organization, visualiza-tion, association) for remembering ver-bal material (eg, word lists, texts).8,20 Reasoning training involved teaching strategies for finding the pattern in a let-ter or word series (eg, a c e g i . . . ) and identifying the next item in the se-ries. 9,21 Speed of processing training in-volved visual search and divided atten-tion (identifying an object on a computer screen at increasingly brief exposures followed by dividing atten-tion between 2 search tasks).16,22,23 Each training intervention was 10 sessions. Only 10% of the 60- to 75-minute train-ing sessions focused on applying these strategies to solving everyday prob-lems (eg, mnemonic strategies to re-member a grocery list; reasoning strat-egies to understand the pattern in a bus schedule). Booster training was conducted at 11 and 35 months after the initial train-ing sessions and involved four 75- minute sessions. The goal of the booster sessions was to maintain the improve-ment in cognitive ability and the con-tent of these sessions was similar to the training sessions, again focusing on strategies related to the cognitive abili-ties not on functional outcomes. Par-ticipants who completed the initial training were eligible for booster train-ing. 12,13 A subsample of eligible partici-pants was selected for booster training using a random number computer pro-gram. Given this selection contin-gency, participants who were selected and agreed to booster training were younger (P=.007) and had higher base-line cognitive function as evidenced by MMSE scores (P=.008) compared with participants who were eligible and not assigned to booster training and par-ticipants who were not eligible for booster training. Sixty percent of se-lected participants completed booster training at year 1 and year 3; 19% com-pleted year 1 booster only, 6% com-pleted year 3 booster only; and 15% did not complete any booster training. The last booster sessions were completed 2 years prior to the 5-year follow-up. Outcome Measures Cognitive outcomes were used to as-sess cognitive training effects and func-tional outcomes were used to assess the impact of improved cognitive abilities on instrumental functioning (see Jobe et al12 for a detailed description). Cognitive outcomes assessed the ef-fects of each intervention on the cogni-tive ability trained. Memory training out-comes involved 3 measures of verbal memory ability: Hopkins Verbal Learn-ing Test, Rey Auditory-Verbal Learning Test, and the Rivermead Behavioral Para-graph Recall test.24-26 Reasoning train-ing outcomes involved 3 reasoning abil-ity measures: letter series, letter sets, and word series.27-29 Speed of processing train-ing outcomes involved 3 useful field of view subscales.30-32 Functionaloutcomesassessedwhether the cognitive interventions had an effect on daily function. Everyday function-ing represented the participant’s self-ratings of difficulty(IADLdifficulty from theMinimumDataSet–HomeCare33 and ranged from “independent” to “total dependence” on a 6-point scale) in com-pleting cognitively demanding tasks involved in meal preparation, house-work, finances, health maintenance, tele-phone use, and shopping. Two perfor-mance- based categories of daily function were also assessed. Everyday problem solving34 assessed ability to reason and comprehend information in common everyday tasks (eg, identifying informa-tion in medication labels). Performance wasmeasured with printed materials (eg, yellow pages, using the Everyday Prob-lems Test34) and behavioral simulations (eg, making change, using the Observed Tasks of Daily Living35). These mea-sures were hypothesized to be most closely related to reasoning andmemory abilitiesdueto their taskdemands.Every-day speed of processing assessed partici-pants’ speed in interacting with real-world stimuli (eg, lookingupa telephone number, using the Timed IADL Test36), and the ability to react quickly to 1 of 4 road signs (Complex Reaction Time Test22), which was hypothesized to be the most closely related to speed of processing. Because most outcomes were as-sessed by multiple measures, compos-ite scores were formed by data reduc-tion. Each measure was standardized to its baseline values and then an aver-age of the equally weighted standard-ized scores was calculated. These com-posite scores permitted inferences about training effects at the level of outcome rather than at the level of a single test. The composite scores were conse-quently more reliable than single mea-sures and also reduced the number of outcome analyses needed, reducing the overall type I error rate. Analysis To evaluate the effects of ACTIVE train-ing, a repeated-measures, mixed-effects model37 was used, including all assigned participants (for both initial training and booster training) consis-tent with the intention-to-treat prin-ciple. The dependent variables were the cognitive and functional outcomes at baseline and at 5-year follow-up. The scores for each test were transformed using the Blom transformation.38,39 This transformation standardized the com-ponents in each domain to have equal weight and reduced skewness in the measures. Independent variables were restricted to basic design features: fixed effects for treatment group, time, assignment to booster training, field site, and replicate within a site. Interaction terms were cho-sen for importance and interpretability: timetraining, representing the net effect of the trial; boostertraining, representing nonspecific effects of attend-ing booster training regardless of con-tent; timeboostertraining, repre-senting training-specific effects of each booster intervention;andreplicate within a site, representing variationbetweenand within field sites. Because there were no significant baseline differences in cog-nition and function across groups, these interaction terms capture the diver-gence across groups that can be attrib-uted to the training interventions. Because participantswhowere assigned to booster training were youngerandhad higher baseline cognitive function, the COGNITIVE TRAINING ON EVERDAY FUNCTIONAL OUTCOMES 2808 JAMA, December 20, 2006—Vol 296, No. 23 (Reprinted) ©2006 American Medical Association. All rights reserved. Downloaded from www.jama.com on December 20, 2006
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model comparing booster
and non-booster participants was then repeated controlling for baseline age and MMSE score.Themodels were fitted to the avail-able data, ignoring missing data.Todeter-mine if selective attrition influenced the trial results, missing data were imputed using multiple imputation proce-dures. 40 The analysis was repeated and there were no differences in the results; therefore, the data presented do not include imputed values. All data analy-sis was conducted by statisticians at the data coordinating center using SAS sta-tistical software version 9.2 (SAS Insti-tute Inc, Cary, NC). Hypotheses were tested by compar-ing the net effect at year 5 in each treat-ment group with the net effect in the control group. The net effect of train-ing at year 5 was defined as mean im-provement from baseline to year 5 in the intervention group minus the mean improvement from baseline to year 5 in the control group divided by the in-trasubject COGNITIVE TRAINING ON EVERDAY FUNCTIONAL OUTCOMES SD of the Blom-trans-formed score. Similarly, the effect of each cognitive ability–specific booster training was defined as mean improve-ment from baseline to year 5 in the booster-trained group minus the mean improvement from baseline to year 5 in the nonbooster-trained group di-vided by the intrasubject SD of the score. Participants in the nonbooster group were those who received initial training but no booster training. Re-sults are expressed as effect sizes (ie, dif-ference in means divided by intra-subject SD) to allow direct comparison of different outcomes. Power calculations were based on the assumptions of 6 Bonferroni-cor-rected 2-sided comparisons with an overall error of .05 (.008 for each comparison), a correlation of 0.7 be-tween baseline and follow-up (based on pilot data), and completion rates of 80% at 2 years and 65% at 5 years. Follow-ing the methods of Cohen,41 the sample size of 2802 has 95% power to detect an effect size of 0.20. Based on the same assumptions, there is 90% power to de-tect booster training effects in the com-parison between the subgroup receiv-ing booster training in a training condition and the control group. In re-porting statistically significant train-ing effects, we used 99% confidence in-tervals (CIs; P=.008) to adjust for multiple comparisons. RESULTS Of 5000 individuals contacted for par-ticipation, 2832 persons were eligible, 905 (18.1%) were ineligible, and 1263 (25.3%) refused to participate (Figure 2). Compared with those who refused, those who participated were less likely to be women (76% vs 79%), were younger (mean age, 74 vs 75 years), more likely to be white (73% vs 60%), married (36% vs 27%), and bet-ter educated (mean of 13.5 vs 12.3 years). Their MMSE score was higher Table 1. Baseline Characteristics No. (%) of Participants (N = 2802)* Memory (n = 703) Reasoning (n = 699) Speed of Processing (n = 702) Control (n = 698) Age, mean (SD) [range], y 73.5 (6.0) [65-93] 73.5 (5.8) [65-91] 73.4 (5.8) [65-91] 74.1 (6.1) [65-94] Female sex 537 (76.4) 537 (76.8) 538 (76.6) 514 (73.6) Race White 524 (74.5) 504 (72.1) 523 (74.5) 503 (72.1) Black 176 (25.0) 190 (27.2) 175 (24.9) 187 (26.8) Other or unknown 3 (0.4) 5 (0.7) 4 (0.6) 8 (1.2) Years of education, mean (SD) [range] 13.6 (2.7) [5-20] 13.5 (2.7) [4-20] 13.7 (2.7) [5-20] 13.4 (2.7) [6-20] Married 257 (36.6) 249 (35.6) 242 (34.5) 259 (37.1) Mini-Mental State Examination score, mean (SD) [range] 27.3 (2.1) [23-30] 27.3 (2.0) [23-30] 27.4 (2.0) [23-30] 27.3 (2.0) [23-30] Short-Form 36 physical function score, mean (SD) [range] 69.1 (23.5) [5-100] 67.4 (24.1) [5-100] 69.7 (24.1) [0-100] 68.9 (24.6) [5-100] Alcohol consumption† Nondrinker 298 (43) 302 (43) 295 (42) 350 (51) Light drinker 341 (49) 347 (50) 362 (52) 313 (45) Heavy drinker 60 (8) 46 (7) 42 (6) 30 (4) Center for Epidemiologic Studies Depression Scale score, mean (SD) [range] 5.1 (5.3) [0-36] 5.5 (5.3) [0-36] 5.2 (5.0) [0-36] 5.1 (4.9) [0-36] Disease history Hypertension 372 (53.1) 369 (53.2) 350 (50.1) 337 (48.8) Diabetes 95 (13.5) 99 (14.2) 87 (12.4) 77 (11) Transient ischemic attack or stroke 46 (6.6) 54 (7.8) 51 (7.3) 44 (6.3) Ischemic heart disease 108 (15.5) 117 (17) 94 (13.5) 102 (14.7) Congestive heart failure 30 (4.3) 44 (6.4) 27 (3.9) 37 (5.4) High cholesterol 309 (44.6) 316 (46.4) 305 (44.3) 296 (43.1) Myocardial infarction 79 (11.3) 78 (11.2) 76 (10.9) 76 (10.9) *Unless otherwise indicated. †Based on frequency of drinking alcohol and number of drinks on a typical day when drinking. ©2006 American Medical Association. All rights reserved. (Reprinted) JAMA, December 20, 2006—Vol 296, No. 23 2809 Downloaded from www.jama.com on December 20, 2006
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EVERDAY FUNCTIONAL OUTCOMES (mean 27.3 vs 26.8) and they were less likely to receive help with bathing (1% needed help vs 2%). For both groups, 1% or fewer needed help with dressing and personal hygiene. Fi-nally, those participating were less likely to have heart disease (11% vs 14%) and diabetes (13% vs 17%) but equally likely to have arthritis (57% vs 58%), stroke (0% in both groups), and cancer (6% in both groups). Thirty individuals were random-ized inappropriately in violation of the protocol and excluded from the analy-sis. Therefore, the analytic sample con-sists of 2802 randomized participants. Baseline characteristics for each of the 4 study groups appear in TABLE 1. Eighty-nine percent of participants completed treatment (8/10 training sessions). Participants completing train- Table 2. Effect of Training on Cognitive Outcomes From Baseline to Year 5 Intervention Groups Memory Reasoning Speed of Processing Control Group Memory (possible range: 0-132; n = 2790) Score at baseline, mean (SD) 81.0 (16.1) 80.7 (15.6) 80.9 (15.8) 79.4 (16.6) Mean change from baseline to year 5 −1.0 −4.8 −5.3 −4.0 Effect size (99% CI)* 0.23 (0.11 to 0.35) 0.05 (−0.07 to 0.17) 0.05 (−0.07 to 0.17) Reasoning (possible range: 0-75; n = 2802) Score at baseline, mean (SD) 25.9 (12.2) 25.2 (12.0) 25.6 (11.7) 24.5 (12.0) Mean change from baseline to year 5 4.3 8.1 4.2 5.2 Effect size (99% CI)* −0.01 (−0.10 to 0.08) 0.26 (0.17 to 0.35) 0.02 (−0.06 to 0.11) Speed of processing (possible range: 0-1500; n = 2802) Score at baseline, mean (SD) 899.0 (272.5) 904.0 (264.5) 906.8 (260.6) 920.1 (267.3) Mean change from baseline to year 5 79.1 119.6 241.8 −96.1 Effect size (99% CI)* −0.01 (−0.15 to 0.13) 0.15 (0.01 to 0.29) 0.76 (0.62 to 0.90) Abbreviation: CI, confidence interval. *Effect size defined as training improvement from baseline to year 5 minus control improvement from baseline to year 5 divided by the intrasubject SD of the Blom-transformed composite score. Positive effect sizes indicate improvement. Table 3. Effect of Booster Training on Cognitive Outcomes From Baseline to Year 5* Intervention Groups Memory Reasoning Speed of Processing Memory (possible range: 0-132; n = 2790) Mean (SD) at baseline Booster 81.7 (15.7) 82.1 (15.2) 80.4 (16.3) Nonbooster 80.2 (16.6) 79.1 (15.8) 81.5 (15.2) Mean change from baseline to year 5 Booster −0.1 −5.0 −5.1 Nonbooster −2.2 −5.1 −5.5 Effect size (99% CI)† 0.08 (−0.14 to 0.29) 0.14 (−0.07 to 0.36) 0.05 (−0.16 to 0.26) Reasoning (possible range: 0-75; n = 2802) Mean (SD) at baseline Booster 25.8 (11.8) 25.6 (12.3) 25.4 (11.7) Nonbooster 26.0 (12.6) 24.8 (11.8) 25.9 (11.8) Mean change from baseline to year 5 Booster 4.6 8.6 4.4 Nonbooster 3.9 7.3 3.8 Effect size (99% CI)† 0.09 (−0.06 to 0.24) 0.28 (0.12 to 0.43) 0.08 (−0.07 to 0.23) Speed of processing (possible range: 0-1500; n = 2802) Mean (SD) at baseline Booster 900.7 (278.5) 895.2 (275.4) 904.5 (258.5) Nonbooster 897.1 (266.1) 914.0 (251.8) 909.3 (263.1) Mean change from baseline to year 5 Booster 82.7 115.9 308.8 Nonbooster 74.7 121.9 161.4 Effect size (99% CI)† 0.01 (−0.23 to 0.25) 0.03 (−0.21 to 0.27) 0.85 (0.61 to 1.09) Abbreviation: CI, confidence interval. *Adjusted for baseline age and Mini-Mental State Examination score. †Effect size defined as training improvement in the booster group minus improvement in the nonbooster group divided by intrasubject SD of the Blom-transformed composite score. 2810 JAMA, December 20, 2006—Vol 296, No. 23 (Reprinted) ©2006 American Medical Association. All rights reserved. Downloaded from www.jama.com on December 20, 2006
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EVERDAY FUNCTIONAL OUTCOMES Table 4. Effect of Training on Functional Outcomes From Baseline to Year 5 ing were younger, had more educa-tion, and had higher baseline scores for the MMSE and cognitive function tests. Sixty-seven percent of the sample was retained 5 years after training despite the advanced age of the cohort. Selec-tivity of attrition was examined by mul-tiple logistic regression modeling, con-sidering sex, education, baseline age, MMSE score, and health status (num-ber of health conditions; Short-Form 36) as well as intervention group and booster (vs nonbooster) status as pre-dictors of retention at 5 years. Partici-pants who were older, male, had less education and more health problems, and had lower cognitive function (in-dicated by lower baseline scores on the MMSE and the memory and reason-ing tests) were less likely to be re-tained at 5 years. Importantly, there were no significant interactions be-tween treatment group assignment and these covariates; that is, biases in re-tention are over the entire sample and not related to a particular treatment group, and therefore do not affect the between-group comparisons of inter-vention effects. Training Effects on Cognitive Abilities Each intervention produced immediate improvement in the cognitive ability trained13 that was retained across 5 years (TABLE 2). Similarly, when controlling Intervention Groups (N = 2802) Memory Reasoning Speed Control Group Figure 3. Training Effects on Everyday Function by Self-reported Instrumental Activities of Daily Living (IADL) Difficulty Scores 0 –0.2 Reasoning Speed for baseline age and cognitive function, booster training for the reasoning and speed of processing groups produced sig-nificantly better performance (net of ini-tial training effect) on their targeted cog-nitive outcomes13 that remained significant at 5 years (TABLE 3). Training Effects on Daily Functioning Self-Reported IADL Difficulty. At year 5, participants in all 3 intervention groups reported less difficulty com-pared with the control group in per-forming IADL (TABLE 4). However, this effect was significant only for the rea-soning group, which compared with the control group had an effect size of 0.29 (99% CI, 0.03-0.55) for difficulty in per-forming IADL. Neither speed of pro-cessing training (effect size, 0.26; 99% CI, −0.002 to 0.51) nor memory train-ing (effect size, 0.20; 99% CI, −0.06 to 0.46) had a significant effect on IADL. FIGURE 3 presents the standardized (Blom-transformed) mean IADL diffi-culty scores. Group mean IADL diffi-culty ratings improved through the first 2 years of the study (baseline through year 2). The decline in function for all groups is first evident between years 2 and 3. From years 3 to 5, the decline is 0.2 –0.4 –0.6 –0.8 Time Mean IADL Difficulty Score Memory Control Baseline (n = 2802) Year 1 (n = 2325) Year 2 (n = 2234) Year 3 (n = 2101) Year 4 Year 5 (n = 1877) The mean scores are Blom-transformed. Error bars indicate SE. The sample sizes for each time point represent the number of cases with complete data for the IADL difficulty score. IADL difficulty (possible range: 0-38) Mean (SD) at baseline 1.3 (2.3) 1.5 (2.5) 1.5 (2.5) 1.3 (2.4) Mean change from baseline to year 5 −0.7 −0.4 −0.3 −1.2 Effect size (99% CI)* 0.20 (−0.06 to 0.46) 0.29 (0.03 to 0.55) 0.26 (−0.002 to 0.51) Everyday problem solving (possible range: 0-56) Mean (SD) at baseline 36.5 (9.4) 36.4 (8.9) 36.4 (8.9) 35.6 (9.3) Mean change from baseline to year 5 1.5 1.8 1.5 2.4 Effect size (99% CI)* −0.15 (−0.28 to 0.02) −0.08 (−0.21 to 0.05) −0.05 (−0.18 to 0.07) Everyday speed of processing (possible range: −3 to 100)† Mean (SD) at baseline 4.1 (1.7) 4.1 (1.7) 4.0 (1.6) 4.2 (2.5) Mean change from baseline to year 5 0.1 0.3 0.2 0.1 Effect size (99% CI)* 0.04 (−0.09 to 0.17) 0.09 (−0.04 to 0.22) 0.08 (−0.05 to 0.21) Abbreviations: CI, confidence interval; IADL, instrumental activities of daily living. *Effect size defined as training improvement from baseline to year 5 minus control improvement from baseline to year 5 divided by intrasubject SD of the Blom-transformed composite score. Positive effect sizes indicate improvement. †One component of this composite score is a standardized z score with a potential range of − to . ©2006 American Medical Association. All rights reserved. (Reprinted) JAMA, December 20, 2006—Vol 296, No. 23 2811 Downloaded from www.jama.com on December 20, 2006
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EVERDAY FUNCTIONAL OUTCOMES dramatically accelerated for the con-trol group and to a lesser extent for the 3 treatment groups. Performance-Based IADL Measures. Training had no general effect on the performance-based measures of every-day problem solving or everyday speed of processing (Table 4). However, af-ter controlling for baseline age and cog-nitive function, the effect size for those participants in the speed of processing training group assigned to receive ad-ditional booster training was 0.30 (99% CI, 0.08-0.52) better for performance on everyday speed of processing compared with participants in this group not assigned to booster training (TABLE 5). COMMENT The ACTIVE study is the first large-scale, randomized trial to show that cog-nitive training improves cognitive func-tion in well-functioning older adults and that this improvement lasts up to 5 years from the beginning of the in-tervention. In addition, this is the first trial to provide limited evidence that im-provements in cognitive function can have a positive effect on daily func-tion. Participants who received cogni-tive training reported less difficulty with IADLs 5 years after training compared with those in the control group. Par-ticipants in the 3 training groups re-ported an IADL decline of at least 0.20 SD less than the participants in the con-trol group. The effect size reached sta-tistical significance only for the reason-ing training group but the effect sizes seen for memory and speed of process-ing training were similar to that for rea-soning. We consider the relative com-parability of the training effects across the 3 interventions to support the clini-cal meaningfulness of these results. Self-report of functioning repeatedly has been shown to predict loss of indepen-dence, increased use of health ser-vices, and mortality.42 Participants in the intervention groups reported simi-larly lower declines in function com-pared with participants in the control group. The finding of less decline in self-reported everyday function is concep-tually complex. Training effects could reflect real benefits of intervention because each of the 3 trained cognitive abilities has been associated with every-day functioning.22,43,44 It was not pos-sible to blind participants to their treat-ment assignment (that is, participants knewwhether they were receiving train-ing). Thus, the effects of training on self-reported IADL function could also reflect personal beliefs and self-perception related to knowing whether one has received training. While self-report bias or overestimation of func-tional abilities has been reported in indi-viduals with cognitive impairment,45,46 it is unlikely in this study because ACTIVE participants were screened for dementia and showed improved cog- Table 5. Effect of Booster Training on Functional Outcomes From Baseline to Year 5* Intervention Groups (N = 2802) Memory Reasoning Speed of Processing IADL difficulty (possible range: 0-38) Mean (SD) at baseline Booster 1.2 (2.1) 1.5 (2.7) 1.5 (2.4) Nonbooster 1.5 (2.4) 1.5 (2.3) 1.5 (2.6) Mean change from baseline to year 5 Booster −1.0 −0.2 −0.4 Nonbooster −0.4 −0.6 −0.3 Effect size (99% CI)† −0.09 (−0.49 to 0.31) 0.24 (−0.16 to 0.64) −0.29 (−0.68 to 0.11) Everyday problem solving (possible range: 0-56) Mean (SD) at baseline Booster 37.2 (9.1) 37.1 (8.9) 36.3 (8.9) Nonbooster 35.8 (9.8) 35.6 (8.9) 36.4 (8.9) Mean change from baseline to year 5 Booster 1.4 1.5 1.4 Nonbooster 1.7 1.9 1.5 Effect size (99% CI)† 0.04 (−0.20 to 0.28) 0.22 (−0.02 to 0.46) −0.02 (−0.25 to 0.21) Everyday speed of processing (possible range: −3 to 100)‡ Mean (SD) at baseline Booster 4.0 (1.6) 4.0 (1.6) 4.1 (1.8) Nonbooster 4.1 (1.9) 4.1 (1.8) 4.0 (1.5) Mean change from baseline to year 5 Booster 0.2 0.3 0.3 Nonbooster 0 0.3 0.1 Effect size (99% CI)† −0.008 (−0.23 to 0.22) 0.08 (−0.14 to 0.31) 0.30 (0.08 to 0.52) Abbreviations: CI, confidence interval; IADL, instrumental activities of daily living. *Adjusted for baseline age and Mini-Mental State Examination score. †Effect size defined as training improvement in the booster group minus improvement in the nonbooster group divided by intrasubject SD of the Blom-transformed composite score. ‡One component of this composite score is a standardized z score with a potential range of − to . 2812 JAMA, December 20, 2006—Vol 296, No. 23 (Reprinted) ©2006 American Medical Association. All rights reserved. Downloaded from www.jama.com on December 20, 2006
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nitive function in
their trained ability over the study period compared with the control group. These results sug-gest that for self-reported IADLs, a pla-cebo control group that would facili-tate blinding and additional analyses of the mechanisms of training-related improvement (eg, whether training-related improvements in self-efficacy mediated the self-rated functional improvements) will be important future directions for this kind of research. There is growing consensus that as-sessment of daily function requires both self-report and performance-based mea-sures. 47 The ACTIVE study is one of the few large-scale intervention studies to include both self-report and perfor-mance- based outcome measures of function to assess the breadth of inter-vention effects. Consistent with the study’s conceptual model, we hypoth-esized that certain interventions would specifically affect 1 or more functional outcomes. This was observed for the performance-based functional mea-sures. When controlling for baseline age and cognitive function, booster train-ing for speed of processing showed a significant effect on the performance-based everyday speed of processing measure. This specific effect is consis-tent with prior research that indicated everyday speed of processing was more closely related to speed of process-ing9,13 than to reasoning or memory. The fact that this effect occurred only in participants who received booster training, and not in those who re-ceived only initial training, may re-flect a need for larger doses of training before effects can be observed in this more cognitively demanding out-come. Across all outcomes, evidence for transfer of the effects of cognitive train-ing to function was modest and was not observed until the 5-year follow-up. There are 2 possible explanations for these delayed outcomes. First, prior re-search has suggested a temporal lag be-tween onset of cognitive decline and subsequent impact on daily func-tion, 2-4 perhaps because of resulting dif-ficulty in adapting to emerging physi-cal COGNITIVE TRAINING ON EVERDAY FUNCTIONAL OUTCOMES limitations that affect tasks of daily living.48,49 However, if cognitive abil-ity is maintained or enhanced by train-ing, then this could result in a gradual emergence of adaptive, compensatory strategies for dealing with physical limi-tations. 1 Second, delayed intervention effects on function may be attribut-able to the advantaged nature of the ACTIVE sample, and particularly the subset who received booster training. To select older adults most likely to benefit from cognitive training, per-sons with suspected cognitive and ADL decline were excluded from enroll-ment. This may have delayed the on-set of functional disabilities in the con-trol group until the 5-year follow-up. Only after the onset of decline in the control group could the positive train-ing effects on function be observed in the intervention groups. We are not aware of intervention trials with volunteer samples of older adults that include 5-year follow-up for direct comparison of retention rates. The 67% retention rate at 5 years is con-sistent with other longitudinal com-munity- based studies resembling ACTIVE in terms of sample age and eth-nicity and frequency and duration of study contact (eg, 70.6% in a 4-year study of blacks and whites in Chi-cago50; 61.6% in a 5-year study of blacks in Indianapolis51; and 59.6% in a 7-year study of Hispanics, whites, and blacks in New York City52). However, be-cause these studies were not interven-tion trials, they did not have the same level of respondent burden as ACTIVE. Therefore, while the direct compara-bility of retention rates to other inter-vention trials cannot be made, the rates of these observational studies sug-gests that the retention rate in ACTIVE is quite acceptable given the burden-some nature of the study protocol. In conclusion, declines in cognitive abilities have been shown to lead to in-creased risk of functional disabilities that are primary risk factors for loss of independence. The 5-year results of the ACTIVE study provide limited evi-dence that cognitive interventions can reduce age-related decline in self-reported IADLs that are the precur-sors of dependence in basic ADLs as-sociated with increased use of hospital, outpatient, home health, and nursing home services,53,54 and health care ex-penditures. 55 However, given the lag in the relationship between cognitive de-cline and functional deficits, the full ex-tent of the interventional effects on daily function would take longer than 5 years to observe in a population that was highly functioning at enrollment. We consider these results promising and support future research to examine if these and other cognitive interven-tions can prevent or delay functional disability in an aging population. Author Affiliations: Department of Human Develop-ment and Family Studies, Pennsylvania State Univer-sity, State College (Dr Willis); New England Research Institutes, Watertown, Mass (Drs Tennstedt, Stod-dard, and Wright); Institute on Aging and Depart-ment of Clinical and Health Psychology, University of Florida, Gainesville (Dr Marsiske); Department of Psy-chology, University of Alabama, Birmingham (Dr Ball); National Institute on Aging, Bethesda, Md (Dr Elias); National Institute of Nursing Research, Bethesda, Md (Dr Koepke); Hebrew Senior Life, Boston, Mass (Dr Morris); Department of Mental Health, Johns Hop-kins University, Baltimore, Md (Dr Rebok); and De-partment of Psychiatry, Indiana University School of Medicine, Indianapolis (Dr Unverzagt). Author Contributions: Drs Wright and Stoddard had full access to all of the data in the study and take re-sponsibility for the integrity of the data and the ac-curacy of the data analysis. Study concept and design: Willis, Tennstedt, Marsiske, Ball, Morris, Rebok, Unverzagt, Wright. Acquisition of data: Willis, Marsiske, Ball, Morris, Rebok, Unverzagt. Analysis and interpretation of data: Willis, Tennstedt, Marsiske, Ball, Elias, Koepke, Morris, Rebok, Unverzagt, Stoddard, Wright. Drafting of the manuscript: Willis, Tennstedt, Marsiske, Ball, Elias, Morris, Rebok, Unverzagt. Critical revision of the manuscript for important in-tellectual content: Willis, Tennstedt, Marsiske, Ball, Koepke, Morris, Rebok, Unverzagt, Stoddard, Wright. Statistical analysis: Marsiske, Morris, Stoddard, Wright. Obtained funding: Willis, Tennstedt, Marsiske, Ball, Morris, Rebok, Unverzagt. Administrative, technical, or material support: Willis, Marsiske, Ball, Elias, Koepke, Morris, Rebok, Unverzagt. Study supervision: Willis, Tennstedt, Marsiske, Ball, Morris, Rebok, Unverzagt, Wright. Financial Disclosures: Dr Ball owns stock in Visual Awareness Inc, which owns the patent for the Useful Field of View testing and training software. No other authors reported disclosures. Funding/Support: ACTIVE is supported by grants from the National Institute on Aging and the National In-stitute of Nursing Research to Hebrew Senior Life (U01 NR04507), Indiana University School of Medicine (U01 NR04508), Johns Hopkins University (U01AG14260), New England Research Institutes (U01 AG14282), Pennsylvania State University (U01 AG14263), the Uni-versity of Alabama at Birmingham (U01 AG14289), and the University of Florida (U01AG14276). Role of the Sponsor: Representatives of the National Institute on Aging and the National Institute for Nurs-ing Research were directly involved in the design of ©2006 American Medical Association. All rights reserved. (Reprinted) JAMA, December 20, 2006—Vol 296, No. 23 2813 Downloaded from www.jama.com on December 20, 2006
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the study, interpretation
of the data, and prepara-tion, review, and approval of the manuscript. These representatives also monitored the conduct of the study, collection, management, and analysis of the data. ACTIVE Study Investigators: Richard N. Jones, ScD, Adrienne L. Rosenberg,MS(Hebrew Senior Life); Kathy Johnson, PhD, Daniel F. Rexroth, PsyD, David M. Smith, MD, Elizabeth Way, BA, Fredric D. Wolinsky, PhD (Indiana University School of Medicine); Kay Cresci, PhD, RN, Joseph Gallo, MD, MPH, Laura Tal-bot, PhD, EdD, RN, CS ( Johns Hopkins University); Michael Doherty, MS, Patricia Forde, BS, Yan Xu, MS (New England Research Institutes, data coordinating center); Pamela Davis, MS, Scott Hofer, PhD, K. Warner Schaie, PhD (Pennsylvania State University); Jerri Ed-wards, PhD, Martha Frankel, Cynthia Owsley, PhD, Dan Roenker, PhD, David Vance, PhD, Virginia Wad-ley, PhD (University of Alabama at Birmingham); Man-fred K. Diehl, PhD, Ann L. Horgas, RN, PhD, FAAN, Peter A. Lichtenberg, PhD, ABPP (University of Florida/ Wayne State University). Acknowledgment: We thank Robin Barr, PhD, of the National Institute on Aging for his authorship of the re-quest for applications and his continuing support and helpful comments throughout the conduct of the project. Dr Barr was not compensated for this assistance. REFERENCES 1. Kelly-Hayes M, Jette AM, Wolf PA, D’Agostino RB, Odell PM. Functional limitations and disability among elders in the Framingham Study. Am J Public Health. 1992;82:841-845. 2. Stuck AE, Walthert JM, Nikolaus T, Bula CJ, Ho-hmann C, Beck JC. Risk factors for functional status decline in community-living elderly people: a system-atic literature review. Soc Sci Med. 1999;48:445-469. 3. Wolinsky FD, Callahan CM, Fitzgerald JF, Johnson RJ. Changes in functional status and the risks of sub-sequent nursing home placement and death. J Ger-ontol B Psychol Sci Soc Sci. 1993;48:S94-S101. 4. Willis S. 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Self- and in-formant report of financial abilities in patients with Alz-heimer’s disease: reliable and valid? J Am Geriatr Soc. 2003;51:1621-1626. 46. Koltai DC, Welsh-Bohmer KA, Schmechel DE. In-fluence of anosognosia on treatment outcome among dementia patients. Neuropsychol Rehabil. 2001;11: 455-475. 47. Allaire JC, Marsiske M. Everyday cognition: age and intellectual ability correlates. Psychol Aging. 1999; 14:627-644. 48. Wolinsky FD, Callahan CM, Fitzgerald JF, Johnson RJ. The risk of nursing home placement and subse-quent death among older adults. J Gerontol. 1992;47: S173-S182. 49. Boyle PA, Paul RH, Moser DJ, Cohen RA. Execu-tive impairments predict functional declines in vascu-lar dementia. Clin Neuropsychol. 2004;18:75-82. 50. Evans DA, Bennett DA, Wilson RS, et al. Inci-dence of Alzheimer disease in a biracial urban com-munity: relation to apolipoprotein E allele status. Arch Neurol. 2003;60:185-189. 51. Hendrie HC, Ogunniyi A, Hall KS, et al. Inci-dence of dementia and Alzheimer disease in 2 com-munities: Yoruba residing in Ibadan, Nigeria, and Af-rican Americans residing in Indianapolis, Indiana. JAMA. 2001;285:739-747. 52. Tang MX, Cross P, Andrews H, et al. Incidence of AD in African-Americans, Caribbean Hispanics, and Caucasians in northern Manhattan. Neurology. 2001; 56:49-56. 53. Fried TR, Bradley EH, Williams CS, Tinetti ME. Func-tional disability and health care expenditures for older persons. Arch Intern Med. 2001;161:2602-2607. 54. Plehn K, Marcopulos BA, McLain CA. The rela-tionship between neuropsychological test perfor-mance, social functioning, and instrumental activities of daily living in a sample of rural older adults. Clin Neuropsychol. 2004;18:101-113. 55. Kane R, Kane R, Ladd R. The Heart of Long- Term Care. New York, NY: Oxford University Press; 1998. COGNITIVE TRAINING ON EVERDAY FUNCTIONAL OUTCOMES 2814 JAMA, December 20, 2006—Vol 296, No. 23 (Reprinted) ©2006 American Medical Association. 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