Executive Function: A Scoping Review of the Evidence for Elementary Students With Attention-Deficit/Hyperactivity Disorder and Specific Learning Disability

• In Event: Global Perspectives and Experiences of Students With Autism or Emotional and Behavioral Disabilities

Abstract

Executive function skills are pertinent for academic performance and achievements. Despite its critical roles, children with ADHD and SLD demonstrate poorer executive skills compared to their typical peers. This scoping review intends to identify and map out interventions reported in existing studies for elementary students with ADHD and SLD. Utilizing electronic databases of Google Scholar, Web Science, ERIC/EBSCO, and JSTOR, 29 studies met the inclusion criteria. Assessment of quality indicators suggested 27 met all the QIs including two study protocols. The effect sizes examination indicated a moderate to large magnitude of different types of interventions to improve executive function skills. Findings suggest possible and promising alternatives in the existing literature to evidence-based practices as reviewed by What Works Clearinghouse.

Author

• Ikfina Maufuriyah, Indiana University