Exploring Associations Between STEAM-Based Interventions and Executive and Cognitive Skills in Children with ADHD

Background: This study examines whether participation in STEAM-based educational activities is associated with improvements in executive functions (EFs) and cognitive skills in children with Attention Deficit Hyperactivity Disorder (ADHD). Methods: A total of 60 children diagnosed with ADHD (mean age = 8 years) participated, with 30 following a traditional educational approach and 30 engaged in STEAM-based activities. Executive functions and cognitive abilities were assessed using standardized instruments (BRIEF, WISC-V, CARAS-R), and data were analyzed with IBM SPSS Statistics 25. Results: Children in the STEAM group outperformed the control group across several domains, showing statistically significant gains in inhibition, planning and organization, verbal comprehension, visuospatial skills, processing speed, total IQ, efficiency, and the Impulsivity Control Index (ICI). Conclusions: These findings suggest that STEAM-based educational experiences may support neurodevelopmental growth and enhance cognitive and executive functioning in children with ADHD, although causal inferences cannot be drawn due to the cross-sectional design.