Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects

Research Findings: Executive Function (EF) and Early Math (EM) are foundational skills for children's school success. Interventions have shown to foster these skills, but their effectiveness in less developed countries remains unknown. This study examined the initial efficacy of an eight-week E...

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Bibliographic Details
Published in:Early education and development 2024-11, Vol.35 (8), p.1712-1739
Main Authors: Ahmadi, Ahmad, Chuang, Susan S., McClelland, Megan, Gonzales, Christopher R., Beh-Pajooh, Ahmad
Format: Article
Language:English
Subjects:
At risk youth
Control Groups
Executive Function
Mathematics Achievement
Mathematics Skills
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Summary:Research Findings: Executive Function (EF) and Early Math (EM) are foundational skills for children's school success. Interventions have shown to foster these skills, but their effectiveness in less developed countries remains unknown. This study examined the initial efficacy of an eight-week EF and an EM skills program for young Iranian children at risk for mathematical difficulties. Participants included 88 five- to six-year-old children who were randomly assigned into three conditions: Business-As-Usual (BAU) control group, EF training group, or an EM training group. The experimental groups received 24 sessions over two months. In the EF group, children had significantly higher working memory and planning scores at posttest, which were stable five months later. No significant group difference was found on inhibitory control. In the EM group, children demonstrated stronger math performance compared to BAU children at the posttest and follow-up, suggesting stable math improvement. There was no significant effect of EF training on math performance or significant effect of math training on EF skills. Practice or Policy: Findings suggest that the EF training was related to stronger EF and EM training was related to better math performance. However, there were no significant transfer effects of EF on math and vice versa.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409289.2023.2298166