A systematic review of the effects of executive function interventions on executive functions and language skills in school-age children with specific language impairment
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Abstract
Background: Children with specific language impairment (SLI) have problems with non-linguistic areas such as executive function (EF) skills, in addition to language skills. EF skills are crucial for language development and processing. Conversely, language acquisition can also enhance EF skills, suggesting a bidirectional relationship. Speech therapists (STs) play a crucial role in providing interventions focused on EF skills for school-age children with SLI. Nevertheless, there is a scarcity of comprehensive evaluations regarding the effects of EF interventions for school-age children with SLI that enhance EF and language skills.
Objective: The purpose of this systematic review (SR) was to investigate which EF interventions have affected EF skills for school-age children with SLI and to investigate how improvements in EF skills could improve language skills in these children with SLI.
Materials and methods: This SR followed the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines with a descriptive-analytical approach. The protocol was registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD42024545361). Searched databases included ERIC, PubMed, APA PsycINFO, and ProQuest Dissertations and Theses. The authors used the Single-Case Experimental Design (SCED) and the Joanna Briggs Institute (JBI) critical appraisal tool for quality assessment.
Results: A total of 5,737 studies were retrieved, of which 4 studies were included in this review. The evidence supports the notion that EF interventions could improve EF skills (i.e., visuospatial WM, attention, inhibition, and cognitive flexibility) as well as language skills (i.e., language comprehension and production, particularly grammatical skills) in children with SLI aged 6 to 12 years. This study also indicates that while there are promising outcomes, the effects can be inconsistent and vary depending on the type of intervention and the specific skills targeted. EFs offer a cognitive framework that facilitates language acquisition, comprehension, and production throughout development and across different contexts. Conclusion: EF interventions could have the potential to improve both EF skills and language skills. EF skills are essential for language development and processing, and vice versa. Therefore, STs could integrate EF interventions with traditional language interventions.
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Personal views expressed by the contributors in their articles are not necessarily those of the Journal of Associated Medical Sciences, Faculty of Associated Medical Sciences, Chiang Mai University.
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