closed-head injury. This approach consisted of the following components designed to increase generalization of treatment: (a) use of multiple environments; (b) task analysis and establishment of criteria for transfer; (c) metacognitive training in self-knowledge, self-monitoring, self-awareness, etc.; (d) emphasis on processing strategies (situational and nonsituational); and (e) use of meaningful activities.
Empirically, we have observed the diversity of the various strategic intervention studies for normal, brain-injured and learning-disabled samples. There has been a noticeable, although unspoken, movement toward an individualization of strategy in neuropsychological assessment and rehabilitation. Review of the rehabilitation research would suggest that, in addition to individualization, strategic approaches to neuropsychological rehabilitation need to incorporate meaningful, ecologically valid training tasks, as well as utilize measures of outcome targeted at different levels of analysis. Future research will hopefully incorporate a heuristic model of neuropsychological assessment and rehabilitation of strategy.
The authors wish to express gratitude to Edith Kaplan, PhD, for her critique of and contributions to this chapter.
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