Abstract
Both comprehension training (CT) and metacomprehension training (MCT) have been shown to be effective in improving reading comprehension in poor comprehenders, but there has been no comparative analysis of their efficacy. This study compared CT and MCT with the objective of verifying their effectiveness in improving comprehension skills and determining which program produces the better results. Thirty elementary school students (average age = 9.35 years) and 30 middle school students (average age = 12.63 years) with deficits in reading comprehension and metacomprehension skills were assigned to three experimental conditions: CT, MCT and a control condition (C). Both training programs improved comprehension relative to the control group in both age groups, but MCT was more effective than CT. Training both cognitive skills and metacognitive skills underlying reading comprehension is the most effective way of improving reading in readers with poor comprehension.

Abstract
Background: In Sweden, supply of assistive devices is a municipal/county council responsibility. Earlier research has mainly focused the matching of person and device. In contrast, this study concerns the process before the actual supply is initiated. Aim: Discuss the experience among persons who, for the first time, seek municipal information on assistive devices and the provision thereof through internet pages and contacts with prescribers. Methods: A combined analysis of data from two earlier studies was performed, focusing overall process perspectives: Study 1 described the experience of seeking information from municipal internet pages, and study 2 described the experience of personal contacts with municipal prescribers. Results: Internet pages and prescribers were, in general, perceived as lacking information on assistive devices, whereas information on provision was clearer. Internet sites were difficult to navigate, prescribers difficult to contact. Conclusions: The experience of seeking information on assistive devices through municipal internet pages and contacts with municipal prescribers was less empowering. From a process perspective, for a person to become an active partner in the actual provision of assistive devices, a person-centered process with improved accessibility to adequate information on assistive devices and provisioning may be a viable step.

Abstract
We assessed a computer-based rehabilitative program (i.e., tablet device with touch screen and adapted software) to improve academic performance and to increase the on-task behavior of three children with autism spectrum disorders and mild intellectual disabilities in a school setting. Furthermore, the study pursued the following objectives: (a) monitor its effects on the generalization process, occurring two months after the end of the intervention, within home context, (b) reduce repetitive (stereotypic) behaviors exhibited by the participants (i.e., hand clapping, washing and voice noises), and (c) carry out a social validation assessment involving 48 support teachers (i.e., professionals who follow children with developmental disabilities with a special and individualized training program within a school context) as external raters. The study was conducted according to a changing criterion design for each participant. Results showed an improvement in performance (i.e., academic activities correctly achieved and percentage of intervals with on-task behavior), for all participants recruited, that they generalized once the program was implemented within their homes. Moreover, all children showed a reduction of repetitive behaviors during intervention phases compared to baseline. Finally, external raters (i.e., support teachers) considered the use of the technology favorably. Educational, practical and psychological implications of the findings were discussed.

Abstract
Developing an attachment to an unborn child is considered a milestone in the future parents’ developmental trajectory. Furthermore, the quality of the parent-fetus relationship is related to the quality of the postnatal parent-infant relationship. We have aimed to provide an overview of the recent findings highlighting factors that can influence parental prenatal attachment and the postpartum parent-child relationship. PubMed and PsycINFO were systematically explored looking for longitudinal studies, published from 2005 to 2016, reporting clearly the prenatal attachment measures used. We found 28 studies heterogeneous for sampling techniques, sample size and periods of assessment. Studies considered a broad range of individual, relational and contextual variables as potential risk or protective factors, but no one has of yet evaluated the interaction between them. The main focus remains on mothers. From these studies emerged conflicting and difficult to generalize results, and this does not facilitate the understanding of the phenomenon investigated. The current literature needs to be integrated with more longitudinal studies using comparable tools and periods of observation, at either a normal or at risk sample. There is also need for additional studies focused on fathers and couples, and considering the effects of the fetal behavior on the development of prenatal attachment.

Abstract
Cancer patients often have to deal with numerous side effects and psychological distress during chemotherapy. Research highlights that dysfunctional metacognitive beliefs are the basis for the development and maintenance of emotional disorders. The present research is a first attempt to explore how metacognitions influence anxiety and depression in cancer patients undergoing chemotherapy. A sample of 175 cancer patients undergoing chemotherapy completed a demographic questionnaire, the MCQ-30, and the HADS. Medical information about the stage of the disease and the history of treatment was provided. The results have shown that gender and negative beliefs explained the 61% variance for anxiety in cancer patients during chemotherapy. Age, gender, negative beliefs and cognitive self-consciousness explained the 39% variance for depression in cancer patients during chemotherapy. Gender, negative beliefs and cognitive self-consciousness explained the 58% variance for overall distress of patients during chemotherapy. Hence, specific metacognitive factors have a strong relationship with anxiety and depression in cancer patients undergoing chemotherapy.