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.

中文翻译：

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教胎儿酒精频谱异常的儿童使用元认知策略

元认知训练是针对胎儿酒精性谱系障碍（FASD）的儿童的新兴认知干预，它可以教孩子思考他们的思维并使用策略来改善学习和调节。我们调查了FASD儿童在学校环境中通过计算机进行干预时如何获得元认知策略。在干预期间记录了7名FASD儿童的策略获取数量，类型和过程。作为策略学习的指示，我们记录了一段时间内提示的和自发的策略使用情况。发现患有FASD的儿童总共使用了26种不同的元认知策略，所有参与者都自发使用了8种策略。参与者表明，在整个干预过程中，不同提示策略的数量显着减少，自发策略的数量显着增加。讨论了使用元认知方法对FASD学生的影响，强调基于力量的方法的价值。