The First Digital Strategy-Based Method for Training of Executive Functions: Impact on Cognition and Behavioral and Emotional Regulation, and Academic Success in Children With and Without Psychosocial Risk

Abstract

STap2Go is the first purely digital strategy-based method for the training of executive functions, making its evaluation relevant. This study assesses the effectiveness of this intervention in children with (at risk) and without (no-risk) psychosocial risk, which refers to socio-educational vulnerability, and examines whether its impact differs between groups. A total of 124 children (9-12 years old) were randomly assigned to either an experimental or an active control group. Individual assessments and family questionnaires were administered (FDT, WISC-V, RIST, BRIEF-2). Both groups received a 12-week intervention. The experimental group showed significant improvements in executive functions, processing speed, IQ, academic performance, and emotional and behavioral regulation compared to the controls. Notably, IQ, metacognition, and working memory continued improving at follow-up, suggesting lasting effects. While both groups benefited, the effects were more pronounced in at-risk children, particularly in BRIEF-2 (Inhibition, Metacognition, Behavioral Regulation) and academic performance in mathematics and language. Moreover, the psychosocial risk control group showed a trend toward deterioration over time. The far transfer achieved thanks to digital strategy-based training seems to have a greater effect on at-risk children, and can be used to compensate for their difficulties.

Keywords: children; children at psychosocial risk; cognitive training; executive functions; metacognition; strategy-based training.

Figure 1

Participant flow diagram. Individual assessment implies FDT: Five Digit Test. WISC-V: Wechsler Intelligence Scale for Children Fifth Edition and RIST: Reynolds Intellectual Screening Test and academic performance (mathematics and Spanish language). BRIEF-2: Behavior rating inventory of executive functions.

Figure 2

Illustration of the study design. Figure 2 legend: FDT: Five Digit Test. WISC-V: Wechsler Intelligence Scale for Children Fifth Edition; RIST: Reynolds Intellectual Screening Test; BRIEF-2: Behavior rating inventory of executive functions.

Figure 3

The “Neuronín” Word Map. Figure 3 legend: Stap2Go Screenshot. The Neuronín Word Map. Stap2Go (2022). Reproduced with permission.

Figure 4

Stap2Go exercise example. Figure 4 legend: Stap2Go exercise example. Instruction: “Tap when you see something red”. In this case, the user has to tap in the third screen. Stap2Go (2022). Reproduced with permission.

Figure 5

Example of Stap2Go strategy applied by avatar. Figure 5 legend: Self-control strategy in Stap2Go exercise applied when user taps impulsively: 1—“Wait” “Do you remember how we should act? 2—“See” “Do you remember how we should act? 3—“Decide” “Do you remember how we should act? Stap2Go (2022). Reproduced with permission.

Figure 6

A Mean Chart of the variables considered to be near transfer assessed through individual assessments. Figure 6 legend: WM was assessed using the WISC-V; inhibition, flexibility, counting time, and reading time were assessed using the FDT.

Figure 7

A Mean Chart of the variables considered to be transferable in participants’ daily lives with variables assessed through parent questionnaires. Figure 7 legend: All of these variables were assessed using BRIEF-2, completed by parents. Higher scores indicate greater difficulties in the respective domain.

Figure 8

A Mean Chart of the variables considered to be far-transfer (variables not directly trained). Figure 8 legend: Intelligence Quotient was assessed using the RIST Index (M = 100, SD = 15). Academic performance was rated on a scale from 0 to 10. Emotional control and behavioral regulation were assessed using BRIEF-2, completed by the children’s families (higher scores on BRIEF-2 indicate greater difficulties in these domains).