INTERVENTIONS IN EXECUTIVE FUNCTIONS IN CHILDREN WITH LEARNING DISORDERS: SYSTEMATIC REVIEW

Executive functions (EFs) are fundamental attributes in the children's teaching and learning process. The current study presents a systematic review of the literature that describes the model and the effectiveness of the interventions carried out in children with learning disorders. Its primary outcomes include EFs, language, performance and academic skills. In order to do that, PubMed, Scopus, Cochrane Library and LILACS databases were searched. This study identified 177 articles where 7 met the eligibility criteria. The most commonly used instrument for EFs assessment was the "Behavior Rating Inventory of Executive Function (BRIEF)". The proposed interventions in the studies lasted between 5 and 16 weeks. The main problems in assessing the methodological quality of the articles were in relation to randomization, blinding and description of losses/exclusions from the studies. The main features of the studies were discussed and illustrate the importance of interventions to improve the EFs in children.