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>
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<div>Executive function interventions showed mixed results for far treatment effects (i.e., changes in non-targeted skills/domains) in children with executive functioning deficits secondary to neurodevelopmental disorders. Meta-analysis found improvements in the following areas:</div>
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<ul>
<li>non-trained executive functions (effect size [ES] = 0.18);</li>
<li>clinical symptoms (ES = 0.33);</li>
<li>academic learning skills (e.g., reading comprehension, math; ES = 0.23); and </li>
<li>daily life functioning (ES = 0.46).</li>
</ul>
</div>
<div>There was no significant effect on other cognitive outcomes such as memory or reasoning.</div>
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<div>Limitations of this review include heterogeneity of populations, interventions, and outcomes. Additional research is needed to investigate far effects of executive function interventions in different populations.</div>
