Effectiveness Of Interventions Targeting Executive Functions On Students With Learning Disabilities: Systematic Review - Info and Reading Options

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Planning, self-regulation, and academic learning are all supported by executive functions (EFs), which include working memory, inhibitory control, and cognitive flexibility. The academic and behavioral difficulties of students with learning impairments (LDs), including dyslexia, dyscalculia, and ADHD, are often caused by deficiencies in one or more EF domains. EF is a viable area for educational support because these impairments are not static and can be remedied through focused interventions. The evidence demonstrating the overall efficacy of these EF-targeted interventions for children with LDs is still inconsistent and fragmented, despite the fact that individual research have examined a range of approaches, from strategy-based instruction to cognitive training and mindfulness exercises. Few reviews have rigorously integrated the data explicitly focused on school-aged students with formal learning disability diagnoses. Several studies have examined EF therapies in general student populations or in specific subgroups (e.g., ADHD). Furthermore, previous studies either don't have a consistent theoretical framework for interpreting results or don't account for the ways in which various EF components react to various kinds of interventions. By using the PASS Theory of Intelligence (Planning, Attention, Simultaneous, and Successive processing) as a framework for classifying and interpreting treatments, this systematic review fills in these gaps. The PASS theory is very useful for the design and assessment of interventions in LD populations because, in contrast to other theories, it emphasizes cognitive processes rather than static abilities. To ascertain the effect of EF-targeted therapies on academic results (such as reading, math, and spelling) and cognitive development in students with LDs, this study synthesizes data from 28 peer-reviewed research. This review provides fresh insights for educators, clinicians, and researchers by looking at the most popular types of interventions, the EF components they target, and the differences in effectiveness between these therapies. It points out important gaps in the literature, such as a lack of tracking long-term results, irregular intervention procedures, and a lack of focus on simultaneous processing and socio-emotional consequences. These results add to a more sophisticated knowledge of how EF interventions can be modified and used to improve learning outcomes and experiences for children with learning difficulties.

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