The Effectiveness of Attention Training in Specific Learning Disorders:A Systematic Review and Transfer Analysis

Individuals with Specific Learning Disabilities (SLD) experience cognitive impairments, including difficulties with attention. As attention constitutes a fundamental cognitive function that is trainable, its foundational nature makes it a suitable target for interventions aiming to extend training effects across other cognitive domains. This study systematically explores the transferability of attention training in individuals with SLD, guided by the FIELD framework of transfer, which stands for Function, Implement, Ecology, Level, and Durability of effects. Employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, 31 original experiments were included in this study. Our transfer analysis, structured as a conceptual meta-analysis rooted in assessing effect sizes, sheds light on the pivotal influence of various factors, including age, SLD subtype, intervention dose, level, setting, and material. The findings indicate a heightened transfer effect in younger participants, those with combined SLD, interventions of extended durations, and those employing mental materials, in contrast to paper-based and computerized interventions. Additionally, attention state training exhibited superior transfer effects when compared to attention process training. These findings emphasize the crucial role of collaborative efforts among researchers, educators, and therapists for crafting targeted interventions that adeptly cater to the diverse needs of individuals with learning disabilities.