A classroom intervention to improve executive functions in late primary school children: Too ‘old’ for improvements?

Valentin Benzing · Mirko Schmidt · Katja Jäger · Fabienne Egger · Achim Conzelmann · Claudia Maria Roebers

42 citations0/0 files storedBritish Journal of Educational Psychology

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Developmental and Educational Neuropsychology Early Childhood Education and Development Cognitive Abilities and Testing

Abstract

BACKGROUND: Given the strong relationship between executive functions and academic achievement, there has been great interest in improving executive functions. School-based group interventions targeting executive functions revealed encouraging results in preschoolers and young school children; however, there is a paucity of studies in older primary school children (age 10-12). This is surprising considering that deficits in executive function performance can often be observed in this age group. AIMS: Therefore, the aim of this study was to examine whether an innovative customized school-based group intervention could improve core executive functions (updating, inhibition, and shifting) in the age group concerned. SAMPLE: In total, 118 ten- to twelve-year-old school children were recruited from eight participating classes. METHODS: They were randomly assigned to one of two-six-week conditions of either a cognitive games group comprising of card and board games training executive functions (experimental group) or a wait-list control group (regular school lessons). In the cognitive games group, the class teachers held a 30-min training session twice a week. ANCOVAs (using pre-test values as covariate) were used to compare executive function performance between groups. RESULTS: Results revealed that the cognitive games group improved specific executive functions (updating and shifting) compared to the control group. These findings indicate that a school-based group intervention can improve executive functions, even in 'older' primary school children. CONCLUSION: This study provides empirical evidence for the effectiveness of a classroom-based cognitive training in older primary school children and is of practical relevance for educators.

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References

2012The Nature and Organization of Individual Differences in Executive Functions 2011Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old 2007Preschool Program Improves Cognitive Control 2012Is working memory training effective? A meta-analytic review.2011Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample 2005Executive functions and achievements in school: Shifting, updating, inhibition, and working memory 2015Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not 2008Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

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