Program
Special Education M.A.
Number of Pages
60
Year Approved
2025
First Advisor
Cavalier, Meghan
Second Reader
Julie Winn
Abstract
This literature review examined three main areas: (a) the impact of executive function skills on academic achievement in students with autism spectrum disorder (ASD), specific learning disabilities (SLD), and attention deficit hyperactivity disorder (ADHD); (b) interventions designed to enhance executive function skills in these neurodivergent students; and (c) the long-term effects of executive function skills on academic success. The articles reviewed defined executive function skills to include working memory, inhibition, cognitive flexibility, and planning. The term "neurodivergent students" refers to those with ASD, SLD, and ADHD. The review considered both clinical and school-based interventions. This literature review concluded that social-emotional learning, mindfulness training, and classroom-based strategies can improve executive function skills. However, achieving long-term success relies on consistent practice and application in various settings. Therefore, educators should regard the development of executive function skills as an ongoing process rather than a short-term solution.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Loverink, C. M. (2025). The Importance of Executive Function Skills in Neurodivergent Students [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1160
Terms of Use and License Information
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