The Effectiveness of Executive Functions Training on Enhancement of Attention, Working Memory, and Inhibition in Pupils with Borderline Intellectual Functioning

Aim and Background: The purpose of this research was to investigate the effectiveness of executive functions training on the enhancement of attention, working memory, and inhibition in third-grade pupils with borderline intellectual functioning. Methods and Materials: The present research was a quasi-experimental study with pretest, posttest, follow-up, and control group. The educational package included 10 educational computer games and 10 pencil-paper games. In order to investigate the effectiveness of the training package, 34 third-grade pupils with borderline intellectual functioning were selected from elementary schools through combined sampling method and were randomly divided into two experimental (n = 18) and control (n = 16) groups. The experimental group received 20 sessions (70 minutes each) of training. The data collected through Raven's Progressive Matrices (RPM), d2, Stroop test, Cornoldy Working Memory Test, and Digit Span test were analyzed using repeated measures ANOVA. Findings: The results showed that executive function training significantly improved attention and working memory of students with borderline intellectual functioning. This training had the greatest impact on verbal and visual working memory, reduced errors, and increased concentration performance in the d2 test. It only had a significant effect on reaction time in the Stroop test. In addition, it was not effective on increasing total efficiency in the d2 test that is indicative of subjects’ speed. Conclusions: The results of this study confirmed the overall effectiveness of executive functions training on enhancement of attention, working memory, and inhibition in students with borderline intellectual functioning.