{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,12]],"date-time":"2026-09-12T07:57:15Z","timestamp":1789199835492,"version":"build-2803163510"},"reference-count":39,"publisher":"Wiley","issue":"11","license":[{"start":{"date-parts":[[2015,10,7]],"date-time":"2015-10-07T00:00:00Z","timestamp":1444176000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"name":"National Institute of Health\/National Institute on Alcohol Abuse and Alcoholism (NIH\/NAAA)","award":["R21\/33 AA019582"],"award-info":[{"award-number":["R21\/33 AA019582"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Alcoholism Clin &amp;amp; Exp Res"],"published-print":{"date-parts":[[2015,11]]},"abstract":"<jats:sec><jats:title>Background<\/jats:title><jats:p>Fetal alcohol spectrum disorders (<jats:styled-content style=\"fixed-case\">FASD<\/jats:styled-content>) are often characterized by disruptive behavior problems and there are few effective interventions available. Go<jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content> is a novel, 3\u2010part intervention designed to improve self\u2010regulation and adaptive living skills of children with <jats:styled-content style=\"fixed-case\">FASD<\/jats:styled-content> by improving metacognitive control of emotions and arousal.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>The intervention has 3 components: (i) Go<jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content>: a \u201cserious game\u201d designed to teach a metacognitive control strategy in a computer game environment; (ii) parent training on child behavioral regulation; and (iii) Behavior Analog Therapy (<jats:styled-content style=\"fixed-case\">BAT<\/jats:styled-content>) sessions, a practical application of the metacognitive learning methodology by parent and child in the context of learning adaptive skills. The learning strategy (<jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content>) 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) Go<jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content> (<jats:italic>n<\/jats:italic>\u00a0=\u00a010); (ii) <jats:styled-content style=\"fixed-case\">FACELAND<\/jats:styled-content> (<jats:italic>n<\/jats:italic>\u00a0=\u00a010); or (iii) CONTROL (<jats:italic>n<\/jats:italic>\u00a0=\u00a010). The 2 intervention groups, Go<jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content> and <jats:styled-content style=\"fixed-case\">FACELAND<\/jats:styled-content>, used computer games to instruct children. Both groups also received 5 sessions of parent training followed by 5 sessions of joint parent\/child therapy (<jats:styled-content style=\"fixed-case\">BAT<\/jats:styled-content>). Assessment of disruptive behavior, including frequency of temper tantrums, frustration tolerance, impulsivity, destructiveness, aggression, and maintaining attention were carried out before enrollment at Mid\u2010Treatment, when game play and parent training were completed, and finally, after completing the <jats:styled-content style=\"fixed-case\">BAT<\/jats:styled-content> sessions.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Parental report of disruptive behavior overall was significantly reduced in the Go<jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content> group after the first components, game play and parent training, and after the <jats:styled-content style=\"fixed-case\">BAT<\/jats:styled-content> sessions in the <jats:styled-content style=\"fixed-case\">FACELAND<\/jats:styled-content> group with no changes in the <jats:styled-content style=\"fixed-case\">CONTROL<\/jats:styled-content> group over time.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>The Go<jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content><jats:sup>\u00ae<\/jats:sup> game was well received by children and effective in teaching the required skills. Mastering the <jats:styled-content style=\"fixed-case\">FAR<\/jats:styled-content> metacognitive strategy was associated with a reduction in disruptive behaviors in children with <jats:styled-content style=\"fixed-case\">FASD<\/jats:styled-content> suggesting that effective interventions can improve outcomes for this high\u2010risk group.<\/jats:p><\/jats:sec>","DOI":"10.1111\/acer.12885","type":"journal-article","created":{"date-parts":[[2015,10,7]],"date-time":"2015-10-07T09:20:44Z","timestamp":1444209644000},"page":"2224-2233","source":"Crossref","is-referenced-by-count":42,"title":["A Metacognitive Strategy for Reducing Disruptive Behavior in Children with Fetal Alcohol Spectrum Disorders: <scp>G<\/scp>o<scp>FAR<\/scp> Pilot"],"prefix":"10.1111","volume":"39","author":[{"given":"Claire D.","family":"Coles","sequence":"first","affiliation":[{"name":"Department of Psychiatry and Behavioral Sciences Emory University School of Medicine Atlanta Georgia"},{"name":"Department of Pediatrics Emory University School of Medicine Atlanta Georgia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Julie A.","family":"Kable","sequence":"additional","affiliation":[{"name":"Department of Psychiatry and Behavioral Sciences Emory University School of Medicine Atlanta Georgia"},{"name":"Department of Pediatrics Emory University School of Medicine Atlanta Georgia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elles","family":"Taddeo","sequence":"additional","affiliation":[{"name":"Department of Psychiatry and Behavioral Sciences Emory University School of Medicine Atlanta Georgia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Dorothy C.","family":"Strickland","sequence":"additional","affiliation":[{"name":"Do2learn.com Raleigh North Carolina"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2015,10,7]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/1359104512468288"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1097\/WCO.0000000000000077"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/0892-0362(91)90084-A"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1097\/DBP.0b013e3181966780"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1530-0277.1997.tb03743.x"},{"key":"e_1_2_7_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2006.07.001"},{"key":"e_1_2_7_8_1","doi-asserted-by":"publisher","DOI":"10.1207\/S1532694204Connor"},{"key":"e_1_2_7_9_1","doi-asserted-by":"publisher","DOI":"10.1089\/cap.2007.0121"},{"key":"e_1_2_7_10_1","unstructured":"CD Elliot 2007 PsychCorp San Antonio TX"},{"key":"e_1_2_7_11_1","doi-asserted-by":"publisher","DOI":"10.3758\/BF03193146"},{"key":"e_1_2_7_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1530-0277.2007.00443.x"},{"key":"e_1_2_7_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nicl.2014.05.010"},{"key":"e_1_2_7_14_1","first-page":"1255","article-title":"Intent to treat","volume":"10","author":"Glemain P","year":"2000","journal-title":"Prog Urol"},{"key":"e_1_2_7_15_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2008.01990.x"},{"key":"e_1_2_7_16_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2014.00331"},{"key":"e_1_2_7_17_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11469-012-9376-3"},{"key":"e_1_2_7_18_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1530-0277.2007.00431.x"},{"key":"e_1_2_7_19_1","unstructured":"KableJA TaddeoE StricklandD ColesCD(in press)Improving FASD children's self\u2010regulation: piloting phase 1 of the GoFAR intervention. 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