Table 1 Summary of tasks included in CRT for both conditions
CRT Task | Session number | Description | Target |
|---|---|---|---|
Introduction to CRT and to either Family Fun Time or Teach the Parents | 1 | Review of the purpose of CRT and informing family of which condition they have been randomized to. Family and participant receive handout summarizing rationale of CRT, and receive appropriate manual outlining CRT sessions. | |
Alternate uses | 1–8 | Generate atypical uses for everyday objects | SS |
Geometric figure | 1–8 | Adolescents describe geometric figures and have the interventionist draw the figure based on cues, then discuss strategy for how adolescent approached giving instructions | CC |
Hand task | 1–8 | Repetitive, motor skills task involving use of the dominant as well as non-dominant hand and fingers | SS |
Illusion task | 1–8 | Introduction and discussion of increasingly difficult illusions | SS and CC |
Infinity signs | 1–8 | Drawing infinity signs with dominant, inferior, and both hands | * |
Stroop | 1–8 | Participant reads words on a sheet of paper while switching back and for the between the color the word is printed in and reading the word, an exercise of set-shifting that increases in intensity over the CRT sessions. | SS |
Switching attention | 1–5 (6–8 optional) | Asking participant to switch their attention repeatedly back and forth between two different topic categories, such as movie titles and spices | SS |
Main idea | 1–8 | Reading increasingly difficult text selections and summarizing the main idea in a short sentence | CC |
Qbitz | 1–8 | Completion of a puzzle with small wood blocks designed to increase manual dexterity and encourage a variety of problem solving approaches. | CC and SS |
Rebus | 1–8 | Visual or pictorial representations of common words, phrases, or idioms. Uses verbal and perceptual skills. | SS and CC |
Set | 1–6 | Creation of sets using features of objects that are similar in specific ways | SS |
Map | 7–8 | Encourages participants find different ways of navigating a map, utilizing verbal and spatial abilities, organizational skills, combining elements of set-shifting and central coherence | CC and SS |
Homework review | 2–8 | Review tasks completed and link to what has been happening in CRT sessions | |
Review of parent session | 3, 5, 7 | Review tasks that have been completed, and review the overall process of TTP or FFT |