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The authors report the evaluation of a metacomponential training program for clients with brain injury, using two key measures, the Metacomponential Interview, and the Social-Problem-Solving Video Measure. Both measures allowed for identification of the metacomponents that were enhanced in association with the metacomponential training. The Metacomponential Interview measure yielded positive findings for the Representation metacomponent and the overall correctness score. The more far transfer real-life Social-Problem-Solving Video Measure yielded for the Planning subtest a positive advantage to the experimental group, but less clear findings in relation to the Representation subtest. Further evidence was obtained by singlesubject trend analysis.

The author of this study aimed to develop a method of assessment of real-life decision-making and self-advocacy skills and then to develop and evaluate a method for training those skills. A final sample of 24 young adults with mild learning difficulties and some emotional difficulties was studied using both group control design and a single subject evaluation. The dynamic assessment adopted yielded valuable material on individual training needs. The full training program yielded associated gains in both planning behavior and successful solutions. L’auteur de cette recherche cherchait à développer une méthode d’évaluation des capacités de prise de décision et de défense de ses intérêts dans la vie réelle puis de proposer et d’évaluer une méthode pour les entraîner. Un échantillon final de 24 jeunes adultes présentant des difficultés d’apprentissage légères et quelques problèmes émotionnels a été étudié en utilisant un groupe contrôle ainsi qu’une évaluation individuelle. L’évaluation dynamique adoptée a permis d’obtenir des informations utiles sur les besoins individuels d’entraînement. L’application du programme dans sa totalité révèle des progrès dans les domaines de la planification des actions et la découverte de solutions efficaces. Ziel der Autorin dieser Studie war es, eine Methode zur Erfassung von Entscheidungsverhalten im Alltag und von Fertigkeiten der Selbstbehauptung sowie eine Methode zum Training dieser Fertigkeiten zu entwickeln und zu evaluieren. Eine Stichprobe von 24 jungen Erwachsenen mit leichten Lernschwierigkeiten und emotionalen Problemen wurde mit Hilfe eines Kontrollgruppendesigns und einer Einzelfallevaluation untersucht. Die eingesetzte dynamische Erfassungsmethode ergab wichtige Hinweise auf individuelle Trainingsbedu¨rfnisse. Das vollsta¨ndige Trainingsprogramm ergab Gewinne sowohl im Planungsverhalten als auch bezu¨glich erfolgreicher Problemlo¨sungen. El autor de este estudio se propuso desarrollar un método de evaluación de las habilidades para la toma de decisiones en la vida real y de autoapoyo, como igualmente para evaluar un método de entrenamiento de dichas habilidades. La muestra estuvo integrada por 24 jóvenes adultos con dificultades de aprendizaje de tipo medio y con algunas dificultades emocionales. El diseño disponía de un grupo de control y una simple evaluación temática. La evaluación dinámica adoptada produjo un material para la evaluación de las necesidades individuales del entrenamiento. El programa completo dio lugar a ganancias en conductas de planificación y en soluciones exitosas. L’autore di questo studio mirava a sviluppare un metodo di valutazione delle abilità decisionali e di self-advocacy nella vita reale per poi mettere a punto e valutare un metodo volto all’insegnamento di tali abilità. Il campione conclusivo dello studio comprendeva 24 giovani adulti con difficoltà di apprendimento lievi e qualche difficoltà nella sfera emotiva, con un designo di ricerca che prevedeva sia la presenza del gruppo di controllo sia una valutazione individuale dei soggetti. La valutazione dinamica impiegata ha fornito materiale prezioso in relazione ai bisogni individuali di training. Il programma di training completo ha prodotto vantaggi associati sia nel comportamento di pianificazione che nell’individuazione di soluzioni efficaci.

Instrumental Enrichment, a cognitive intervention method used to modify the learning strategies of adolescents, was applied to mildly retarded children in two New Zealand Special Classes. It is a global method developed in Israel by Feuerstein. and teaches both cognitive and metacognitive processes. It was evaluated using a multiple-baseline over instruments single subject research design. The dependent measure was performance on the cognitive tasks being taught by the Instruments of Instrumental Enrichment prior to and throughout the 158 hours of intervention. Individual differences in response to the method were apparent, and were linked to toe learning characteristics of individuals evident in the pre-and postintervention measures of intelligence, reading, and personality. Experimental subjects made a significant gain in measured IQ concomitant to intervention, and showed a further increase of measured IQ at a 6-month follow-up. This gain in measured IQ contrasted with the maintenance or decline in intelligence level shown by the small control group not exposed to the Instrumental Enrichment method. The intra-individual patterns of responses were generally consistent across measurement on both Instrumental Enrichment tasks and the generalized test of intelligence, and provide valuable information for instructional purposes.