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

TL;DR

STEAM-based activities improve executive functions and cognitive skills in children with ADHD, potentially enhancing their daily functioning and well-being.

Contribution

This study demonstrates that STEAM-based interventions can significantly enhance cognitive and executive skills in children with ADHD.

Findings

Children in STEAM-based activities showed significant improvements in inhibition, planning, and visuospatial skills.

The STEAM group outperformed the control group in verbal comprehension, processing speed, and Impulsivity Control Index.

Abstract

What are the main findings?
The executive functions and cognitive skills of children diagnosed with ADHD who participated in STEAM-based interventions were significantly improved.Gains were observed in inhibition, planning, flexibility, verbal comprehension, visuospatial abilities, processing speed, and impulse control.

The executive functions and cognitive skills of children diagnosed with ADHD who participated in STEAM-based interventions were significantly improved.

Gains were observed in inhibition, planning, flexibility, verbal comprehension, visuospatial abilities, processing speed, and impulse control.

What are the implications of the main findings?
The lives of children with ADHD may be positively impacted by the benefits that STEAM-based methodologies offer in strengthening their executive functions and cognitive skills.These findings contribute to the development of inclusive pedagogical strategies aimed at improving the daily functioning and overall well-being of neurodivergent populations.

The lives of children with ADHD may be positively impacted by the benefits that STEAM-based methodologies offer in strengthening their executive functions and cognitive skills.

These findings contribute to the development of inclusive pedagogical strategies aimed at improving the daily functioning and overall well-being of neurodivergent populations.

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.