Teaching Children with Fetal Alcohol Spectrum Disorder to Use Metacognitive Strategies

Autor/inn/en	Makela, Marnie L.; Pei, Jacqueline R.; Kerns, Kimberly A.; MacSween, Jennifer V.; Kapasi, Aamena; Rasmussen, Carmen
Titel	Teaching Children with Fetal Alcohol Spectrum Disorder to Use Metacognitive Strategies
Quelle	In: Journal of Special Education, 53 (2019) 2, S.119-128 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466919832371
Schlagwörter	Fetal Alcohol Syndrome; Metacognition; Learning Strategies; Intervention; Children; Prompting; Executive Function; Educational Games; Computer Assisted Instruction; Ability; Outcomes of Education; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Fetal alcohol spectrum disorders; Alkoholembryopathie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Child; Kind; Kinder; Benutzerführung; Educational game; Lernspiel; Computer based training; Computerunterstützter Unterricht; Fähigkeit; Fertigkeit; Lernleistung; Schulerfolg; Ausland; Kanada
Abstract	Metacognitive training is an emerging cognitive intervention for children with fetal alcohol spectrum disorder (FASD) that teaches children to think about their thinking and use strategies to improve learning and regulation. We investigated how children with FASD acquired metacognitive strategies during a computerized intervention delivered in a school setting. The number, type, and process of strategy acquisition were recorded for seven children with FASD during the intervention. As an indication of strategy learning, we recorded prompted and spontaneous strategy use over time. Children with FASD were found to use a total of 26 different metacognitive strategies, with eight strategies used spontaneously by all participants. Participants demonstrated a significant decrease in the number of different prompted strategies and a significant increase in the number of spontaneous strategies used over the course of the intervention. Implications for the use of a metacognitive approach for students with FASD are discussed, emphasizing the value of a strength-based approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01