Table 1.
Overview of COMP and COMP-MST training techniques
| Compensatory strategy training (completed in COMP and COMP-MST) | |
|---|---|
| Description | Aim |
| Prospective memory education | To develop participants’ understanding of what PM is and the impact of TBI on PM ability |
| Use of a memory aid E.g., diary or organizational device |
To assist participants in identifying and learning to use a portable compensatory aid that meets their individual needs and preferences |
| Time management and environmental organization techniques | To maximize organization and time management within participants’ existing routines and home environments |
| Writing reminders, appointments, note-taking | To demonstrate basic note-taking skills for recording reminders |
| Family/friend training | To involve significant others in participants’ memory aid training in order to increase others’ understanding of PM strategies and reinforce the use of memory aids outside of the training environment |
| Strategy generation practice E.g., video scenarios of everyday memory failures |
To encourage self-generation of a range of suitable strategies for use within the context of “real-life” PM failures that impact on independent living, community integration, and social relationships |
| Future memory aid agreement | To reinforce use of the memory aid and note-taking skills, and devise a plan for maintenance of strategy use in the future |
| Cognitive activity (completed in COMP only) | |
| Description | Aim |
| Cognitive activity E.g., workbook exercises, attention tasks |
To provide an active control or filler task for metacognitive skills training, i.e., a similar amount of therapy time allocated to tasks unrelated to PM or self-awareness |
| Metacognitive skills training (completed in COMP-MST only) | |
| Description | Aim |
| Role modeling E.g., watching a video of someone else discussing their PM difficulties and demonstrating ways they overcame their PM failure |
To allow participants to identify similarities between the PM problems being modeled and their own experience, to increase self-awareness of personal challenges and potential usefulness of strategies |
| Timely feedback E.g., verbal, video, experiential and written feedback |
To provide an opportunity for participants to gain insight into their PM performance, self-reflect on their performance, and generate strategies for future use |
| Self-reflection activities E.g., self-prediction of PM performance prior to performance and self-evaluation following performance; journal of PM failures and strategy use in everyday life; discussion of impact of TBI |
To encourage participants to self-monitor their performance, gain insight into how to self-correct errors, and practice generating strategies for future use |