Interventions based on executive functions:A systematic mapping of their impact on care
DOI:
https://doi.org/10.5281/zenodo.17887854Keywords:
attention, executive functions, educational interventionsAbstract
This research aimed to analyze interventions based on executive functions and their impact on attention, using a mixed-methods approach. In the first phase, a systematic review of the scientific literature published in the last five years was conducted, consulting international and regional databases, to map the available knowledge on the topic. In the second phase, a field study was carried out to complement the theoretical information through direct data collection, applying a survey to ten students from an educational institution to explore the applicability and perception of these interventions in a real-world context. The results showed that interventions aimed at strengthening executive functions, through structured programs, play-based activities, metacognitive training, and the use of educational technologies, generate significant improvements in attention, especially in the school setting. It was also highlighted that these interventions are more effective when implemented at an early age, promoting holistic development and helping to prevent learning difficulties. Despite growing academic interest, gaps were identified in the adaptation of these strategies to specific sociocultural contexts. Therefore, it is recommended to delve deeper into research that evaluates the effectiveness of these interventions in diverse populations, with the purpose of designing evidence-based educational programs that enhance students' attention and academic performance.
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