Do I really have to do my homework? The role of homework compliance in cognitive behavioral therapy for irritable bowel syndrome

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 unkno...

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Vydáno v:Behaviour research and therapy Ročník 152; s. 104063
Hlavní autoři: Radziwon, Christopher D., Quigley, Brian M., Vargovich, Alison M., Krasner, Susan S., Gudleski, Gregory D., Mason, Sarah R., Borden, Ashlye B., Lackner, Jeffrey M.
Médium: Journal Article
Jazyk:angličtina
Vydáno: England Elsevier Ltd 01.05.2022
Elsevier Science Ltd
Témata:
Behavior modification
Chronic pain
Clinical outcomes
Cognition
Cognitive ability
Cognitive Behavioral Therapy
Cognitive-behavioral factors
Completion
Compliance
Home based
Homework
Humans
Intestine
Irritable bowel syndrome
Irritable Bowel Syndrome - psychology
Irritable Bowel Syndrome - therapy
Medical treatment
Patient Compliance
Patient Satisfaction
Patients
Psychotherapy
Satisfaction
Symptoms
Teaching
Treatment compliance
Treatment expectations
Treatment Outcome
Treatment outcomes
Treatment outcomes
Treatment expectations
Patient satisfaction
Compliance
Chronic pain
ISSN:0005-7967, 1873-622X, 1873-622X
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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.
AbstractList 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.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.
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.
ArticleNumber 104063
Author Vargovich, Alison M.
Krasner, Susan S.
Borden, Ashlye B.
Mason, Sarah R.
Lackner, Jeffrey M.
Gudleski, Gregory D.
Quigley, Brian M.
Radziwon, Christopher D.
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Keywords Treatment outcomes
Treatment expectations
Patient satisfaction
Compliance
Chronic pain
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Snippet Treatment guidelines identify cognitive behavioral therapy (CBT) as a treatment of choice for irritable bowel syndrome (IBS). As a learning-based treatment,...
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StartPage 104063
SubjectTerms Behavior modification
Chronic pain
Clinical outcomes
Cognition
Cognitive ability
Cognitive Behavioral Therapy
Cognitive-behavioral factors
Completion
Compliance
Home based
Homework
Humans
Intestine
Irritable bowel syndrome
Irritable Bowel Syndrome - psychology
Irritable Bowel Syndrome - therapy
Medical treatment
Patient Compliance
Patient Satisfaction
Patients
Psychotherapy
Satisfaction
Symptoms
Teaching
Treatment compliance
Treatment expectations
Treatment Outcome
Treatment outcomes
Title Do I really have to do my homework? The role of homework compliance in cognitive behavioral therapy for irritable bowel syndrome
URI https://dx.doi.org/10.1016/j.brat.2022.104063
https://www.ncbi.nlm.nih.gov/pubmed/35248876
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https://www.proquest.com/docview/2636890550
Volume 152
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