INTERVENCIONES PSICOPEDAGÓGICAS PARA MEJORAR LAS FUNCIONES EJECUTIVAS Y EL RENDIMIENTO ACADÉMICO EN NIÑOS Y ADOLESCENTES CON TDAH: REVISIÓN SISTEMÁTICA
Palabras clave:
TDAH; funciones ejecutivas; rendimiento académico; psicopedagogía; memoria de trabajo; autorregulación; intervención escolar; PRISMA 2020Resumen
DOI: https://doi.org/10.46296/yc.v10i19.0979
Resumen
Introducción: El trastorno por déficit de atención e hiperactividad (TDAH) se asocia con dificultades en memoria de trabajo, control inhibitorio, flexibilidad cognitiva, planificación y autorregulación, procesos que condicionan el desempeño escolar. Objetivo: Sintetizar la evidencia sobre intervenciones psicopedagógicas y no farmacológicas orientadas a mejorar funciones ejecutivas y resultados académicos en niños y adolescentes con TDAH. Métodos: Se realizó una revisión sistemática conforme a PRISMA 2020. La búsqueda reproducible se ejecutó en PubMed/MEDLINE desde el inicio de la base hasta el 15 de abril de 2026, con verificación complementaria en ERIC/OpenAlex y rastreo de referencias. La búsqueda amplia identificó 1.020 registros. Tras un refinamiento temático y de diseño preespecificado se cribaron 138 registros; 73 informes fueron evaluados para elegibilidad y 28 estudios primarios se incluyeron en la síntesis cualitativa. Se agruparon las intervenciones en entrenamiento cognitivo/ejecutivo, organización y planificación académica, mindfulness, actividad física cognitivo-motora y programas integrados. Resultados: El entrenamiento de memoria de trabajo produjo ganancias consistentes en tareas entrenadas, pero la transferencia lejana a rendimiento académico fue heterogénea. Los programas de organización, planificación y estrategias escolares mostraron mejor validez ecológica y efectos sobre deberes, materiales, planificación y algunos indicadores académicos. Mindfulness mostró beneficios prometedores en autorregulación y funciones ejecutivas, aunque con evidencia más limitada. Las intervenciones físicas con demanda cognitiva mejoraron inhibición, memoria de trabajo y flexibilidad; los resultados de 2026 refuerzan el potencial del ejercicio cognitivo-motor y del entrenamiento neurocognitivo integrado con tareas académicas. Conclusiones: Las intervenciones más prometedoras son las que conectan el entrenamiento ejecutivo con demandas escolares reales, retroalimentación, metacognición y apoyos de organización. La evidencia apoya beneficios sobre funciones ejecutivas, pero la transferencia a calificaciones y rendimiento académico general no es uniforme.
Palabras claves: TDAH; funciones ejecutivas; rendimiento académico; psicopedagogía; memoria de trabajo; autorregulación; intervención escolar; PRISMA 2020.
Abstract
Background: Attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in working memory, inhibitory control, cognitive flexibility, planning, and self-regulation, all of which may compromise school functioning. Objective: To synthesize evidence on psychopedagogical and non-pharmacological interventions designed to improve executive functions and academic outcomes in children and adolescents with ADHD. Methods: A systematic review was conducted in accordance with PRISMA 2020. A reproducible search was run in PubMed/MEDLINE from database inception to April 15, 2026, with complementary verification in ERIC/OpenAlex and reference searching. The broad search identified 1,020 records. After prespecified topic/design refinement, 138 records were screened, 73 reports were assessed for eligibility, and 28 primary studies were included in the qualitative synthesis. Results: Working-memory and cognitive training yielded the most consistent effects on trained or proximal executive tasks, whereas far transfer to broad academic performance was inconsistent. Organization/planning and school-based interventions showed stronger ecological relevance for homework, materials management, planning, and selected academic outcomes. Mindfulness produced promising but less certain benefits. Cognitively demanding physical activity improved inhibitory control, working memory, and cognitive flexibility. Recent 2026 trials further support integrated cognitive-motor exercise and neurocognitive-academic training. Conclusions: The most promising approaches connect executive-function practice with authentic school tasks, metacognitive strategies, feedback, and organizational supports. Executive-function benefits are supported, but broad academic transfer remains heterogeneous.
Keywords: ADHD; executive functions; academic performance; psychopedagogy; working memory; self-regulation; school intervention; PRISMA 2020.
Información del manuscrito:
Fecha de recepción: 14 de abril de 2026.
Fecha de aceptación: 22 de junio de 2026.
Fecha de publicación: 10 de julio de 2026.
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