Effectiveness of a process-based executive function intervention on arithmetic knowledge of children with...

Area of Science:

• Cognitive Science
• Educational Psychology
• Developmental Psychology

Background:

• Arithmetic proficiency is crucial for academic and professional success.
• Developmental Dyscalculia (DD) presents significant challenges in mathematical learning.

Purpose of the Study:

• To evaluate the efficacy of a process-based Executive Function (EF) intervention on arithmetic abilities in children with DD.
• To investigate improvements in factual, procedural, and conceptual arithmetic components.

Main Methods:

• A semi-experimental design with pre-test, post-test, and follow-up was employed.
• Participants included 30 male students (8-10 years) diagnosed with DD.
• The intervention group received 17 sessions of a process-based EF program; a control group received standard care.

Main Results:

• The intervention group demonstrated significant improvements in factual and procedural arithmetic compared to the control group.
• No significant differences were observed between groups in conceptual arithmetic knowledge.
• Intervention effects on factual and procedural arithmetic were sustained at a 3-month follow-up.

Conclusions:

• Process-based EF interventions show promise for enhancing specific arithmetic skills in children with DD.
• Findings contribute to understanding the cognitive underpinnings of arithmetic development and EF transfer.
• Results support the development of evidence-based interventions and curricula for children with learning disabilities.