PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

Abstract

This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school‐based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of language, literacy, and mathematics interventions on executive functions are moderated by the subject of the intervention, child age or grade, the type of EF measured, and the at‐risk status of participants. We will also explore how the effects are moderated by other study characteristics, and estimate the effects of the included interventions on language, literacy, and mathematical skills.

A Systematic Review of Special Educational Interventions for Student Attention: Executive Function and Digital Technology in Primary School

“…Thus, such methods and curriculum topics may also considered as appropriate to emphasize in special education. While the literature that investigates the causal connection between EF and educational performance establishes positive connections, a low amount of search results from the screening process in this review confirm previous indications by Dietrichson et al (2022), stating that the connections currently need to be stronger and need further research. However, a notable rigorous exception to such broad literature assessment includes the large study outlined by Chan et al (2022), which act as a clear counter-argument.…”

“…As many students with SEN have EF difficulties, special education researchers such as Daley and Rose (2018) argue that the general curriculum often disables achievement opportunities for students with SEN due to a lack of inclusive assistance and support. However, Dietrichson et al (2022), on the other hand, claim that the positive causal evidence presented in several literature reviews between EF and educational performance is small and not strong. As such, educational interventions that relate to digital technology and students’ attentiveness present challenges for in-service teachers that manage a classroom, as it may not always be clear when the risks of interventions outweigh the benefits.…”