About this trial
Executive function (EF) refers to the cognitive processes that enable goal-directed regulation of thoughts, emotions, and behaviours. Two interrelated domains are commonly distinguished: "cool" EF, which involves abstract cognitive processes, and "hot" EF, which involves regulation in emotionally or motivationally charged contexts. Children with special educational needs (SENs) frequently show difficulties across both domains, yet most interventions target one in isolation. The present study aims to evaluate the effectiveness of a dual EF training package for three of the most prevalent SENs groups: attention-deficit/hyperactivity disorder (ADHD), specific learning difficulties (SpLD), and autism spectrum disorder (ASD). A total of 288 primary school students aged 6-12 years with a diagnosis of ADHD, ASD, or SpLD will be recruited. Participants will be randomly assigned to either an intervention or waitlist control group, stratified by diagnosis. Each intervention group (n = 48) will receive the dual EF training programme, while corresponding waitlist controls (n = 48) will receive it after the study. Pre- and post-intervention assessments will include neuropsychological tests of EF, teacher- and parent-reported behavioural ratings, and measures of disability impact, school satisfaction, and social participation.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
aged between 6 and 11 years
studying at primary schools in HK
confirmed or suspected ADHD, ASD, or SpLD
Disqualifiers
received executive function training
comorbid conditions
Trial design
Parallel
Treatments tested in this trial
Executive Function Training
Other interventionAll students will participate in a structured EF training program designed to support those with SENs. The EF training program will include weekly group training sessions lasting one hour each, which will be organised in small groups of six students to foster interaction and peer support.
Treatment groups
6
Treatment groupsSee each treatment group below.
Trial outcomes
Primary outcomes
Verbal Working Memory
Verbal working memory will be assessed using the backward digit spans subtest from the third edition of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III).
Verbal Working Memory
Verbal working memory will be assessed using the backward digit spans subtest from the third edition of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III).
Inhibition
The Stroop color and word test is a widely used assessment for measuring inhibition. In this test, participants will be presented with colour words printed in mismatched ink colors (for example, the word "red" written in blue ink). They will be instructed to quickly name the ink colour of each word while ignoring the word's meaning. This effort to suppress the meaning of the word to identify the ink colour consistently leads to longer response times compared to naming the colour of congruent stimuli (such as "red" printed in red ink).
Inhibition
The Stroop color and word test is a widely used assessment for measuring inhibition. In this test, participants will be presented with colour words printed in mismatched ink colors (for example, the word "red" written in blue ink). They will be instructed to quickly name the ink colour of each word while ignoring the word's meaning. This effort to suppress the meaning of the word to identify the ink colour consistently leads to longer response times compared to naming the colour of congruent stimuli (such as "red" printed in red ink).
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