THE DEVELOPMENT OF AN INTEGRATED EMBODIED COGNITION AND MUSIC THERAPY PROGRAM TO ENHANCE EXECUTIVE FUNCTIONS OF PRIMARY STUDENTS WITH A TENDENCY TOWARD LEARNING DISABILITIES

Abstract

Background and Objectives: In recent years, a growing number of primary school students have been identified as having a tendency toward learning disabilities, which significantly impacts their academic development, classroom adaptation, and social functioning. Of particular concern are deficits in executive functions—a set of cognitive skills involving self-regulation, planning, working memory, and cognitive flexibility. Students with weaknesses in these areas often struggle with behavior regulation, following multi-step instructions, and maintaining attention, all of which hinder learning. Embodied cognition is a concept that emphasizes the integration of bodily experiences into the learning process. When combined with music therapy—a well-documented method for stimulating brain regions related to executive function—this integrated approach offers an innovative strategy to support cognitive development in children with learning difficulties. The use of music and movement in learning may lead to improved attention, emotional regulation, and self-discipline, especially when designed in developmentally appropriate, engaging formats. This study, therefore, aimed to: (1) explore the executive function skills of primary school students with a tendency toward learning disabilities; (2) develop an integrated embodied cognition and music therapy program to enhance their executive functions; and (3) examine the effectiveness of the developed program in improving executive function skills among the target group.

Methods: This mixed-methods study was conducted in two phases. Phase 1 involved a survey of executive function skills among 230 primary school students suspected of having learning disabilities. Participants were selected from schools under the Office of the Basic Education Commission in Bangkok. The assessment tool used was the KU-THEF (Teacher Version), which evaluates nine domains of executive function: inhibition, emotional control, flexibility, initiation, planning and organization, working memory, task monitoring, self-monitoring, and materials organization. Phase 2 involved an experimental intervention using a quasi-experimental design. Sixty students were purposively selected and divided equally into an experimental group (n = 30) and a control group (n = 30). The experimental group participated in a 10-session intervention program (45 minutes per session), incorporating embodied cognition and music therapy-based activities, such as “I Create the Rhythm,” “Remember and Jump,” “Move as I Plan,” “Clean it up,” and “I Am the Inspector.” All participants were assessed before the intervention (pre-test), immediately after (post-test), and four weeks later (follow-up test). Data were analyzed using descriptive statistics and ANCOVA to compare performance across the three time points between the two groups.

Results: The findings from phase one revealed that the majority of students exhibited below-standard levels of EF, particularly in the domains of task monitoring, material organization, planning and organization, working memory, and initiation. In phase two, the experimental group demonstrated statistically significant improvements in their overall executive function scores compared to the control group (p < .05), both in the post-test and the follow-up test. Notable gains were observed in planning and organization, working memory, and self-regulation—core components of executive functioning necessary for learning and everyday functioning. Additionally, behavioral observations and teacher reports indicated that students in the experimental group showed increased focus, improved task persistence, and greater classroom engagement. Students became more confident, expressed creativity, and participated actively in group activities. Many also demonstrated enhanced responsibility and organization when managing classroom materials.

Conclusions: The integrated embodied cognition and music therapy program developed in this study was found to be effective in enhancing executive functions in primary school students with learning difficulties. Its strength lies in the holistic integration of cognitive, physical, and emotional engagement through structured and playful learning experiences. The activities were developmentally appropriate, stimulating, and motivating for the target group, promoting both skill acquisition and behavioral growth. These findings align with global research trends emphasizing the importance of movement, emotion, and multisensory learning in cognitive development. The success of this intervention suggests strong potential for application in regular school settings, as well as adaptation for other vulnerable student populations. Future studies should consider long-term implementation and cross-contextual validation of the program to further assess its sustainability and impact on academic and social outcomes.