The prefrontal cortex, Anatomy, physiology, and neuropsychology of the frontal lobe, J.M. Fuster. Raven Press, New York (1980), IX-222 pages

The study aimed to evaluate the effectiveness of an executive functions training program in improving selective attention among children with specific learning disorders. It sought to assess the immediate and sustained impacts of the intervention by comparing changes in selective attention scores between experimental and control groups across pre-test, post-test, and follow-up measurements. A total of 40 children diagnosed with specific learning disorders were recruited and randomly assigned to either the experimental (n=20) or control (n=20) groups. The experimental group underwent a comprehensive executive functions training program, while the control group received no intervention. Selective attention was assessed for all participants at three time points: pre-test, immediately post-intervention (post-test), and at a follow-up session. Descriptive statistics, mixed-model Analysis of Variance (ANOVA), and Bonferroni post-hoc tests were employed to analyze the data. The experimental group demonstrated significant improvements in selective attention scores from pre-test to post-test (mean difference = 6.40, p = 0.001) and maintained these improvements at follow-up (mean difference = 6.55, p = 0.001). In contrast, the control group showed minimal changes across the same periods. Statistical analyses confirmed significant effects of time, group, and time × group interaction on selective attention scores, with large effect sizes (Eta² &gt; 0.37) indicating the substantial impact of the intervention. The executive functions training program was highly effective in enhancing selective attention among children with specific learning disorders. The intervention led to significant and sustained improvements, highlighting the potential of targeted cognitive training in supporting children with learning challenges. These findings suggest that incorporating executive functions training into therapeutic and educational strategies for children with learning disorders could substantially benefit their cognitive development and academic performance. 

Enhancing Selective Attention in Children with Learning Disorders: Efficacy of Executive Functions Training

Attention-deficit-hyperactivity disorder (ADHD) is a common neurobehavioral disorder with onset in childhood. Children with ADHD have been found to show impairment in emotional self-control, self-regulation and motivation. Numerous studies have reported cognitive disabilities in memory, executive functions, spatial abilities and language skills. The main objective of this research was to determine if the executive function intervention programme implemented could improve attention process and executive functions in children with Attention Deficit Hyperactivity Disorder. The sample consisted of 50 children (14 female and 36 male) aged between 8 and 12 years, diagnosed with ADHD and who were not under any psychopharmacological treatment at the time of the study, and had not taken medication to mitigate such disorder. Executive functioning was assessed through the Zoo Map Test and attention was evaluated by the “D2 Test of Attention” in a pretest-postest cuasi experimental design. The executive functioning intervention programme implemented was designed and tested for this research and consisted of 12 one-hour weekly sessions and the participants were trained individually. The data indicated that the intervention lead to improved performance in the execution of tasks that evaluate executive functions. After the intervention, the children took less time to resolve the Zoo Map Test, and the results in the “D2 Test of Attention” also improved after the training. Therefore, data showed that such executive functioning intervention programme could improve attention processes and executive functions in children with Attention Deficit Hyperactivity Disorder. Therefore, the programme used becomes effective intervention as well as the data found links the nature of the problem to a specific treatment management by objectives.

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Intervention Programme Based on Executive Functions in Children with ADHD

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Intervention Programme Based on Executive Functions in Children with ADHD