GoFAR
Note: The GoFAR program was not responsive to the CEBC's inquiry. The following information was obtained from publicly available sources.
About This Program
Target Population: Parents and children ages 4 to 9 years old with fetal alcohol spectrum disorders (FASD) whom have problems with self-regulation and adaptive functioning
Program Overview
GoFAR is a manualized intervention program for parents and children ages 4 to 9 years old with fetal alcohol spectrum disorders (FASD) whom have problems with self-regulation and adaptive functioning. GoFAR aims to improve self-regulation, reduce disruptive behavior, and improve adaptive functioning in the home. The GoFAR program focuses on disorders of affective and cognitive control that are central to behavioral and adaptive disorders from infancy through young adulthood. By school age, such problems often present as attentional problems, deficits in executive functioning, and disorders in conduct and behavior. GoFAR addresses these problems in young children by bringing together computer game technology and behavioral techniques for affective and cognitive control. The methodology is based on previous work that suggests that a metacognitive technique (FAR: – Focus/Plan,– Act, – Reflect) is helpful in improving behavioral and educational outcomes in FASD. An important element is the GoFAR computer game, which supports the understanding and development of metacognitive control techniques and reinforces its use by clinically referred children, ages 5 to 10 years old. The game is incorporated into a 10-week, manualized intervention program, which focuses on improving adaptive functioning and behavior.
Logic Model
The program representative did not provide information about a Logic Model for GoFAR.
Manuals and Training
Publicly available information indicates there is a manual that describes how to deliver this program, and there is some training available for this program.
See contact info below.
Relevant Published, Peer-Reviewed Research
Child Welfare Outcome: Child/Family Well-Being
Coles, C. D., Kable, J. A., Taddeo, E., Strickland, D. C. (2015). A metacognitive strategy for reducing disruptive behavior in children with fetal alcohol spectrum disorders: GoFAR pilot. Alcoholism: Clinical and Experimental Research, 39(11), 2224–2233.https://doi.org/10.1111/acer.12885
Type of Study:
Randomized controlled trial
Number of Participants:
30
Population:
- Age — 5–10 years
- Race/Ethnicity — 46% Caucasian, 30% African American, and 24% Mixed
- Gender — 60% Male
- Status — Participants were families with children with fetal alcohol spectrum disorders reported to have disruptive behavior problems. In addition, they were recruited while applying for clinical services at a pediatric neurodevelopmental exposure clinic.
Location/Institution: Not specified
Summary:
(To include basic study design, measures, results, and notable limitations)
The purpose of the study was to examine the
relative effectiveness of adding presentation through the GoFAR game to the child
to presentation of the GoFAR technique to parents during
individual therapy sessions in modifying children's disruptive behavior. 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. Participants were randomized to 3
groups: (i) GoFAR; (ii) FACELAND; or (iii) Control. The 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 midtreatment, when game play and parent
training were completed, and finally, after completing the BAT sessions. Measures utilized
include the Disruptive Behavior Record
Form and the Differential Ability
Scales, 2nd Edition (DAS). Results indicate that parental reports of
disruptive behavior overall were significantly reduced in the GoFAR
group after the first components, game play, and parent training; after the BAT
sessions in the FACELAND group; and with no changes in the Control group over
time. Limitations include small sample size, lack of generalizability
to other populations, reliance on self-report measures, and lack of follow-up.
Length of controlled postintervention follow-up: None.
Coles, C. D., Kable, J. A., Taddeo, E., & Strickland, D. A. (2018). GoFAR: Improving attention, behavior, and adaptive functioning in children with fetal alcohol spectrum disorders (FASD): Brief report. Developmental Neurorehabilitation, 21(5), 345–349. https://doi.org/10.1080/17518423.2018.1424263
Type of Study:
Randomized controlled trial
Number of Participants:
30
Population:
- Age — Children: 5–10 years; Caregivers: 49.6–51.5 years
- Race/Ethnicity — Children: 46% Caucasian, 30% African American, and 24% Mixed; Caregivers: Not specified
- Gender — Children: 60% Male; Caregivers: 90% Female
- Status — Participants were families with children with fetal alcohol spectrum disorders reported to have disruptive behavior problems. In addition, participants were recruited from families applying for clinical services at a pediatric neurodevelopmental exposure clinic.
Location/Institution: Not specified
Summary:
(To include basic study design, measures, results, and notable limitations)
The study used the same sample as Coles et al. (2015). The purpose of the study was
to describe the GoFAR intervention designed to improve attention, behavior, and adaptive
functioning in children with fetal alcohol spectrum disorders (FASD), ages 5 to 10 years. Participants were randomized to 3 groups: GoFAR; FACELAND; or Control. Over 10 sessions children and caregivers
learned a metacognitive strategy (FAR) designed to improve cognitive
control of behavior and adaptive functioning and
practiced it during behavior analog therapy. Attention, behavior problems, and
adaptive skills were measured pre- and post-intervention. Measures
utilized include the Neurocognitive: Test
of Variables of Attention (TOVA), the
Child Behavior Questionnaire (CBQ), the
Achenbach Child Behavior Checklist (CBCL), the Behavior Rating Scale of Executive Function (BRIEF), and the Adaptive Functioning: Vineland Adaptive
Behavior Scales (VABS), 2nd Edition. Results indicate that from pre- to
post-testing the GoFAR intervention group improved on the Test of Variables of Attention (TOVA). Both intervention groups
improved in daily living skills. Limitations include small sample size, lack of generalizability to other
populations, and lack of follow-up.
Length of controlled postintervention follow-up: None.
Additional References
No reference materials are currently available for GoFAR.
Contact Information
- Claire D. Coles
- Title: PhD
- Website: msacd.emory.edu/Research/GOFAR.html
- Email: ccoles@emory.edu
Date Research Evidence Last Reviewed by CEBC: July 2023
Date Program Content Last Reviewed by Program Staff: February 2021
Date Program Originally Loaded onto CEBC: February 2021
