Far Transfer Effects of Trainings on Executive Functions in Neurodevelopmental Disorders: A Systematic Review and Metanalysis
Neuropsychology Review
Bombonato, C., Del Lucchese, B., et al. (2024).
Neuropsychology Review, 34(1), 98-133.
<div>This systematic review with meta-analysis investigates the effects of executive function interventions on far effect outcomes in children, 5 to 18 years old, with a neurodevelopmental disorder.</div>
IRCCS Stella Maris Foundation (Italy); 5x1000 voluntary contributions
2000 to 2020
<div>Published studies that report far effect outcomes and involved control groups. Excludes diagnostic or prognostic studies, single case studies, and reviews.</div>
17
<div>Excecutive function interventions showed mixed results for children with neurodevelopmental disorders. Meta-analysis found the following significant far effects:</div>
<div>
<ul>
<li>Non-trained executive functions: Effect Size (ES)=0.18;</li>
<li>Clinical symptoms: ES=0.33;</li>
<li>Learning skills: ES=0.23; and </li>
<li>Daily life functioning: ES=0.46.</li>
</ul>
</div>
<div>Cogntive outcomes demonstrated no significant effects. Limitations of this review include inconsistent use of the terminology for "far effect" or "far transfer", and heterogeneity of populations, interventions, and outcomes. Additional research is needed to investigate far effects of executive function interventions in different populations.</div>
