Exploring the impact of executive function deficits on academic readiness and social-emotional skills in children with ADHD and learning disabilities: A systematic review
DOI:
https://doi.org/10.36560/18320252078Palabras clave:
Executive Functions (EF), Self-Regulation, Assessment Tools, Academic Readiness, Behavioral Adaptation, Social SkillsResumen
This systematic review centers on the critical implications of executive function (EF) deficits concerning the academic preparedness and socio-emotional competencies of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), and Learning Disabilities. A particular focus is directed towards the evaluation of EF utilizing cutting-edge technologies, such as virtual reality (VR), which provide novel diagnostic instruments for assessing children’s challenges within more authentic and realistic environments. The review scrutinizes 21 pappers that investigate the correlation between documented EF deficits and academic achievement, underscoring the necessity for precise and dependable assessment methodologies. Conventional evaluation techniques, including questionnaires and clinical assessments, are integrated with VR-based evaluations that facilitate a more comprehensive understanding of children’s behaviors and performances within actual learning contexts. The review emphasizes the capacity of virtual reality to emulate a diverse array of scenarios that reflect everyday obstacles, rendering it an indispensable instrument for identifying performance deficits and formulating targeted interventions. Furthermore, findings from research indicate that interventions employing digital technologies can significantly enhance educational outcomes and foster children’s social regulation competencies. The incorporation of these technologies into educational and therapeutic frameworks heralds a promising avenue for facilitating support for these children by advancing their academic and social growth.
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