*2.5. Content*

#### 2.5.1. Family Sessions

SMART-goals (Specific, Measurable, Achievable, Realistic/Relevant and Timed) [54] were established in collaboration between the family and the therapist in videoconference family sessions. Goal Attainment Scaling (GAS) [55] was established for each goal and recorded in the last session. To increase motivation and comprehensibility for the children, the GAS scaling was set from 1 to 5 instead of using the traditional scaling from −2 to +2, with the preferred starting point being defined as level 2 (equivalent to −1 in the standard GAS). However, in some cases where the desired behavior or action was not present at all at the points of goal-setting, the starting point was 1. A visual presentation of the goal and GAS-scaling in the form of a staircase with five steps was used to support understanding (see Figure 2 for an example). Once a goal was identified, the therapist, parent, and child identified specific strategies designed to achieve and implement the goal. The children collaborated in the goal-setting process according to their cognitive abilities and age. Strategies were based on the available evidence-based recommendations for the pediatric population [15,17,56–60] in addition to recommendations for the adult population with age-appropriate adaptations [61]. Working on and modifying strategies when needed was a main focus throughout the intervention.

Every family received a psychoeducational booklet developed for the CICI study. It was validated by the senior researchers in the project and a user consultant. The handbook consists of 12 short chapters about common challenging areas for families after a pediatric ABI, such as common brain injury symptoms, fatigue, communication in the family, stress management and psychological symptoms in children and their parents, as well as identity issues after pABI. The booklet was used primarily with the parents in relation to goals and strategies set by each family according to how comfortable and interested the parents were in reading such information.

Daily use of strategies was emphasized throughout the intervention to ease transfer to daily life activities for the families.

#### 2.5.2. School Involvement

As the children's challenges often disrupt their educational or social settings in school, we established school-related strategies related to the families' goals. The Statped special education counselor visited the schools for observations of the child and the school context. The schools, including the child's main teacher, were invited to participate in four meetings with the research team. School strategies were established through collaboration between the CICI team, the family and the schools to ensure that the strategies were feasible and adapted to the schools' environments and resources.
