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ABSTRACT
This systematic review aimed to characterize empirical studies on neuropsychological interventions to stimulate executive functions in children with typical development. Searches were conducted according to the PRISMA method. Nineteen (19) studies on the analysis to evaluate the effectiveness of intervention programs in pre-school and school children were obtained. There was a predominance of studies that used computerized cognitive training, most of them involving the stimulation of working memory. Others used pen and paper forms, or hybrid tasks, and some programs used a school curriculum approach aiming to improve self-regulation. Results provide preliminary evidence on the effectiveness of such on the executive performance in children with typical development. Each executive component, as well as each type of intervention has its peculiarities. Computerized trainings and pen and paper tasks tend to improve the targeted executive functions, but transfer effects are still inconsistent. Regarding the effects of programs using school curriculum approach, they seem to be more generalizable, with functionality gains accomplishing mainly socio-emotional regulation. Multimodal approaches may be even more effective. Follow-up studies should be targeted in order to track the maintenance of direct and transfer effects regarding mainly cognitive and social development associated to school achievement.