The Role of Executive Functioning Interventions in Supporting Students with Learning Disabilities

Abstract

Executive functioning (EF) is the critical factor for self-regulation, goal-directed actions, and problem-solving that contribute to academic success. Individuals with learning disabilities (LD) usually display EF deficits that disrupt planning, organization, and efficient task completion. The present study reviews numerous EF interventions, such as cognitive training, metacognitive strategies, behavioral strategies, and assistive technology, to assess whether or not they could assist LD students. We employed a quantitative study design by sending a structured survey to 270 special education teachers. We used descriptive and inferential statistical procedures to analyze teachers' perceptions of EF interventions. Implications suggest cognitive training and metacognitive techniques substantially enhance the working memory, self-regulation, and perseverance of students. Furthermore, systematic behavioral interventions help with impulse control and time management. Still, areas of difficulty exist, such as the limitations in resources and unequal implementation. The research described highlights the importance of professional development and interprofessional collaboration to maximize EF interventions and secure sustained academic achievement for LD students. Future research should examine the effectiveness of interventions across different educational environments.