The effectiveness of executive functions interventions on cognitive flexibility, working memory and math academic achievement in students with borderline intellectual function.

The purpose of this research was to investigate the effectiveness of executive function interventions on cognitive flexibility, working memory and math academic achievement in students with borderline intellectual function. The research method was semi-experimental with pre-test - post-test and follow-up with control group. The statistical population of this research included all students with borderline intellectual function in the third grade of elementary school in Yazd city, 40 pupils were selected by the combined sampling method and were randomly divided into two experimental and control groups. Executive function training package which included 10 software educational games and 10 games with pencil-paper was used to teach executive function interventions. To investigate the effect of this package on cognitive flexibility, working memory and academic achievement in mathematics, Wisconsin tests, Kornoldi visual memory and Digit span subtest and KeyMath test were used. The obtained data were analyzed using analysis variance with repeated measures. The results obtained from the implementation of this educational package showed that the training of executive functions was able to significantly improve cognitive flexibility, visual and auditory working memory and academic achivement in mathematics. The greatest effect of the intervention was observed in improving the number of discovered classes in the Wisconsin test (cognitive flexibility) and then visual memory. This intervention could not have a significant effect in reducing the reaction time of the subjects. Overall, this research confirmed the effectiveness of executive function interventions on cognitive flexibility, working memory and math academic achievement in students with borderline intellectual function.