A Metacognitive Strategy for Reducing Disruptive Behavior in Children with Fetal Alcohol Spectrum Disorders: GoFAR Pilot. (7th October 2015)

• Record Type: Journal Article
• Authors: Coles, Claire D.; Kable, Julie A.; Taddeo, Elles; Strickland, Dorothy C.
• Is Part Of: Alcoholism. Volume 39:Number 11(2015:Nov.)
• Page Start: 2224
• Page End: 2233
• Publication Date: 2015-10-07
• Subjects: Fetal Alcohol Spectrum Disorders -- Prenatal Alcohol Exposure -- Computer Game -- Parent Training -- Behavior Disorder; Alcoholism -- Periodicals; Alcoholism -- Periodicals; Alcoolisme; Electronic journals; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 616.861005
• DOI: 10.1111/acer.12885
• Languages: English
• ISSNs: 0145-6008

Abstract

Abstract : Background: Fetal alcohol spectrum disorders (FASD) are often characterized by disruptive behavior problems and there are few effective interventions available. GoFAR is a novel, 3‐part intervention designed to improve self‐regulation and adaptive living skills of children with FASD by improving metacognitive control of emotions and arousal. Methods: The intervention has 3 components: (i) GoFAR: a "serious game" designed to teach a metacognitive control strategy in a computer game environment; (ii) parent training on child behavioral regulation; and (iii) Behavior Analog Therapy (BAT) sessions, a practical application of the metacognitive learning methodology by parent and child in the context of learning adaptive skills. The learning strategy (FAR) teaches the child to Focus and make a plan, Act out the plan, and Reflect back on the plan. Thirty families were randomized to 3 groups: (i) GoFAR ( n = 10); (ii) FACELAND ( n = 10); or (iii) CONTROL ( n = 10). The 2 intervention groups, GoFAR and FACELAND, used computer games to instruct children. Both groups also received 5 sessions of parent training followed by 5 sessions of joint parent/child therapy (BAT). Assessment of disruptive behavior, including frequency of temper tantrums, frustration tolerance, impulsivity, destructiveness, aggression, and maintaining attention were carried out before enrollment at Mid‐Treatment, when game play and parent training were completed, and finally, after completing the BAT sessions. Results: Parental report of disruptive behavior overall was significantly reduced in the GoFAR group after the first components, game play and parent training, and after the BAT sessions in the FACELAND group with no changes in the CONTROL group over time. Conclusions: The GoFAR ® game was well received by children and effective in teaching the required skills. Mastering the FAR metacognitive strategy was associated with a reduction in disruptive behaviors in children with FASD suggesting that effective interventions can improve outcomes for this high‐risk group.