Executive function intervention programs for individuals with intellectual disability: A systematic review

This research project focuses on the analysis of intervention programs targeting executive functions in individuals with intellectual disability (ID) through a systematic review of the scientific literature. The project is grounded in the contemporary ecological-social model of intellectual disability, which understands cognitive functioning not as a fixed deficit, but as the result of dynamic interactions between the individual, their environment, and the supports they receive. Within this framework, executive functions—such as working memory, attention, inhibition, planning, and cognitive flexibility—are considered essential mechanisms that link intellectual functioning with adaptive behavior and daily life performance. The primary purpose of this research is to examine and synthesize empirical evidence regarding the effectiveness of intervention programs designed to improve executive functions in people with intellectual disability. By doing so, the study aims to clarify which executive components are most frequently addressed, which intervention approaches yield the most consistent benefits, and under what conditions these programs appear to be effective. Ultimately, the project seeks to contribute to the optimization of educational, cognitive, and psychosocial support strategies that enhance learning, autonomy, and quality of life in this population. Methodologically, the project consists of a systematic review and narrative synthesis of empirical studies published between May 2012 and September 2024. Articles were identified through structured searches in the Web of Science and Scopus databases, following PRISMA guidelines. Strict inclusion criteria were applied, selecting experimental and quasi-experimental studies conducted with participants with intellectual disability that implemented an intervention explicitly targeting one or more executive functions. Fourteen studies meeting these criteria were included, encompassing participants aged between 3 and 40 years and a wide variety of intervention formats. The reviewed programs represent diverse intervention approaches, including computerized cognitive training (e.g., working memory and planning software), physical activity and sports-based interventions, neurofeedback programs, mobile and digital applications, academic-oriented attention training, and alternative therapies such as horticultural programs. The analysis examines both quantitative outcomes (performance improvements in executive function measures) and qualitative aspects (motivation, adherence, behavioral regulation, and social functioning). The expected outcomes of this research include a comprehensive overview of the current state of evidence supporting executive function interventions in individuals with intellectual disability. The findings confirm that many programs produce positive and statistically significant improvements, particularly in working memory, attention, planning, and cognitive flexibility. At the same time, the review identifies key limitations in the existing literature, such as small sample sizes, heterogeneity in participant profiles, limited follow-up data, and challenges in generalizing gains to real-life contexts. In addition to summarizing effectiveness, the project highlights future research needs, including the development of validated, context-sensitive intervention programs—especially within school settings—and the importance of early, sustained, and individualized support. By integrating current evidence with a multidimensional understanding of intellectual disability, this research contributes to an emerging line of inquiry that supports more inclusive, evidence-based educational and therapeutic practices.