Purpose: A strong interpersonal relationship after stroke is important for the prevention of depression in survivors and family caregivers. This study aimed to test the feasibility of quality of relationship intervention for stroke dyads called Hand in Hand (HiH). Methods: Sixteen dyads were randomized into either the HiH group ( n = 8) or information, support, and referral (ISR) control group ( n = 8). HiH dyads received up to eight sessions, with topics prioritized according to a 17-item screening tool. ISR dyads received up to eight sessions that included information, active listening, and referrals. Feasibility, acceptability, and outcomes data were collected for both groups. Results: The HiH and ISR groups were feasible and acceptable. Caregivers in both groups, as well as survivors in the ISR group, experienced improvements in depressive symptoms and other select outcomes. Conclusions: Findings suggest that HiH is feasible to implement with stroke dyads and that it merits further refinement and testing.

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The purpose of this study was to evaluate whether instruction designed to facilitate planning would have differential benefit on reading comprehension depending on the specific Planning, Attention, Simultaneous, and Successive (PASS) cognitive characteristics of each child. A sample of 45 fourth-grade general education children was sorted into three groups based on each PASS scale profile from the Cognitive Assessment System (CAS). The groups did not differ by CAS Full Scale standard score, chronological age, gender, or pretest reading comprehension scores. After each child's pretest reading comprehension instructional level was determined, a cognitive strategy instruction intervention was conducted. The children completed a reading comprehension posttest at their respective instructional levels after the intervention. Results showed that children with a Planning weakness (n = 13) benefited substantially (effect size of 1.52) from the instruction designed to facilitate planning. Children with no weakness (n = 21; effect size = .52) or a Successive weakness (n = 11; effect size of .06) did not benefit as much. These results support previous research suggesting that PASS profiles are relevant to instruction.

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