Executive function intervention in the school context: A scoping review

The present scoping review was conducted to map interventions to promote executive functions (EF) in a school context with children and adolescents. A systematic literature search was performed on Web of Science, Scopus, SciELO, PubMed/Medline, PsycINFO, ERIC, Lilacs, and Embase. One hundred and twenty-two studies were reviewed. Within these 122 studies, 133 interventions were identified, among these, were 108 distinct interventions, with 14 interventions being repeated across 25 studies. Most of the interventions analyzed are aimed at samples of children and adolescents with typical development. Regarding the application, most of it was individual with playful components and computerized. The most frequent interventions were: Cogmed (7.4%), Working Memory Training (3.3%), Carribean Quest Game (2.4%) and Captain’s Log (2.4%). Considering the 108 interventions analyzed, the majority focused on stimulating a single component of EF and the component most stimulated was working memory. These findings indicated paths and changes in the way interventions are applied to promote EF in the school context. EF interventions in school contexts can be an important strategy for promoting skills and preventing difficulties, it has the potential to take advantage of the wide window of opportunity for the development of EF and self-regulation throughout childhood and adolescence.