Heterogeneity in Response to MCT and Psychoeducation: A Feasibility Study Using Latent Class Mixed Models in...

Area of Science:

• Psychiatry and Psychology
• Clinical Neuroscience
• Mental Health Treatment

Background:

• Metacognitive training (MCT) is an established treatment for psychosis.
• Understanding longitudinal treatment response is crucial for optimizing early interventions.
• Individual differences in response to psychological therapies require further investigation.

Purpose of the Study:

• To explore the utility of latent class mixed models (LCMMs) in analyzing treatment response.
• To compare the longitudinal effects of metacognitive training (MCT) versus psychoeducation on cognitive insight in psychosis.
• To identify distinct patient trajectories following these interventions.

Main Methods:

• Latent class mixed models (LCMMs) were applied to patient data.
• Analysis included 28 patients receiving MCT and 34 patients receiving psychoeducation.
• Cognitive insight and self-certainty were key outcome measures.

Main Results:

• Metacognitive training (MCT) demonstrated initial efficacy in enhancing cognitive insight across all patients.
• The positive effects of MCT on cognitive insight were observed to wane during follow-up.
• Psychoeducation did not improve cognitive insight and was associated with increased self-certainty in a subgroup of patients.

Conclusions:

• Latent class mixed models (LCMMs) are valuable for dissecting heterogeneous treatment responses.
• Findings suggest differential long-term outcomes between MCT and psychoeducation.
• LCMMs can potentially inform personalized treatment prescription and predict patient response.