Effects of a School-Based Intervention on Executive Functions and Theory of Mind in Children with Specific Learning Disorders

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Abstract
Background/Objectives: Executive functions (EFs) and Theory of Mind (ToM) are often compromised in children with Specific Learning Disorders (SLD). Although evidence highlights the malleability of EF, studies have yet to investigate whether school-based interventions can enhance both cool and hot EF domains and support ToM development in this population. This study evaluated the effectiveness of a structured, classroom-based EF training program in improving cool EF, hot EF, and ToM in children with SLD. Methods: Forty students with SLD (aged 8–10 years) were allocated to an intervention group (n = 24) or a passive control group (n = 16). The program was delivered in small groups during regular school hours over 6–9 weeks (18 sessions). Pre- and post-intervention assessments measured cool EFs (working memory, planning, cognitive flexibility, inhibition), hot EFs (affective decision-making, delay of gratification), and ToM (false belief understanding, mental state/emotion recognition). Results: The intervention group showed significant within-group improvements in working memory, planning, and cognitive flexibility, whereas the control group showed no significant changes. Between-group comparisons revealed significant effects for working memory, planning, and ToM mental state/emotion recognition, with medium-to-large effect sizes. No significant group differences were found for hot EFs or ToM false belief understanding. Conclusions: These findings suggest that participation in a structured, school-based EF program is associated with selective improvements in specific cool EF components and one aspect of ToM in children with SLD, supporting the potential value of classroom-based interventions for cognitive and socio-cognitive development.

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