As practitioners in the field of speech-language pathology, our ultimate goal is to create the best possible outcomes for children. Recent research offers promising strategies for achieving this through school-based interventions that target language, math, and reading skills to enhance executive functions (EFs) in children and adolescents. This blog delves into the key findings from the systematic review titled PROTOCOL: School-based language, math, and reading interventions for executive functions in children and adolescents: A systematic review, and provides actionable insights for practitioners.
Understanding Executive Functions and Their Importance
Executive functions are a set of cognitive skills essential for goal-directed behavior. These include:
- Inhibitory control: Managing attention, behavior, thoughts, and emotions.
- Working memory: Maintaining and manipulating information over short periods.
- Cognitive flexibility: Adapting to changing circumstances and perspectives.
Research has shown that strong executive functions are linked to academic success, career achievement, and overall well-being. However, the relationship between EFs and academic skills is complex, prompting researchers to explore whether improving academic skills can, in turn, enhance EFs.
Key Findings from the Systematic Review
The systematic review by Dietrichson et al. (2022) examined the impact of school-based interventions on EFs. Here are some significant findings:
- Intervention Types: Effective interventions included those aimed at improving language, literacy, and math skills. These interventions were administered in preschool and school settings by teachers or teaching assistants.
- Positive Outcomes: Interventions that focused on language and literacy skills showed significant improvements in EFs. For example, literacy interventions that enhanced phonological awareness, vocabulary, and comprehension also boosted working memory and cognitive flexibility.
- Math Interventions: Math interventions, especially those involving logical and statistical reasoning, were effective in improving EFs. These interventions helped create new cognitive routines applicable to EF tasks.
- Age and Development: Younger children, particularly those in preschool and early primary school, showed more significant improvements in EFs following academic interventions. This suggests that early intervention is crucial for optimal development.
Practical Implications for Practitioners
As practitioners, integrating these findings into our practice can significantly enhance the outcomes for children. Here are some actionable steps:
- Early Intervention: Focus on early intervention programs that target language, literacy, and math skills. The earlier we start, the more profound the impact on EFs.
- Holistic Approach: Incorporate a variety of instructional methods, such as small-group tutoring, peer-assisted instruction, and computer-assisted programs. Tailoring interventions to the child's needs can maximize effectiveness.
- Monitor Progress: Use validated measures to assess EFs and track progress. This ensures that interventions are effective and allows for adjustments as needed.
- Collaborate with Educators: Work closely with teachers and school staff to implement and monitor interventions. Collaboration ensures consistency and reinforces the skills being taught.
Encouraging Further Research
While the findings are promising, continued research is essential to fully understand the relationship between academic skills and EFs. Practitioners are encouraged to stay informed about the latest research and consider participating in studies that explore innovative interventions.
To read the original research paper, please follow this link: PROTOCOL: School-based language, math, and reading interventions for executive functions in children and adolescents: A systematic review.
