A Systematic Review of Interventions for Hot and Cold Executive Functions in Children and Adolescents With Acquired Brain Injury
Journal of Pediatric Psychology
Chavez-Arana, C., Catroppa, C., et al. (2018).
Journal of Pediatric Psychology, 43(8), 928-942.
This systematic review investigates interventions targeting cold executive function (e.g., attention, meta-cognition, problem-solving, working memory) or hot executive function (e.g., behavior, emotional regulation, social abilities) outcomes in children and adolescents with acquired brain injury.
National Council for Science and Technology (CONACYT, Mexico); Victorian Government Operational Infrastructure Scheme (Australia)
January 1990-July 2017
Published studies (other than case studies)
30
<div>Executive functioning treatments were associated with positive outcomes for children and adolescents with acquired brain injury. Specific findings included:</div>
<ul>
<li><span style="color: #333333;">Metacognitive training, working memory interventions, and care partner training improved the executive functioning skills (EFs) of children and adolescents with acquired brain injury. </span></li>
<li><span style="color: #333333;">Care partner training and involvement improved outcomes for emotional self-regulation (75%), behavioral regulation (69.2%), and parenting practice (75%). </span></li>
<li><span style="color: #333333;">Interventions demonstrated lesser effects for global executive functioning skills than those for attention, inhibition, pragmatics, cognitive flexibility, and problem solving. </span></li>
</ul>
<div><span style="color: #333333;">Further research is warranted in this area due to the heterogeneity of included studies and overall paucity of evidence.</span></div>
