Assessment of executive functions and sensory processing in the school context: Systematic Review

Executive functions and sensory processing are two key elements in school development and occupational performance. The purpose of this study is to review the studies about assessment of executive functions and sensory processing in the school context in the last decade (2009-2019) in order to determine the association between sensory processing and functions executive in children, and their contribution to the occupational therapy assessment. A search was performed in the databases Pubmed, Dialnet, OTseeker, Cochrane Library, Scielo, Lilacs, Web of Science, Medline, IBECS and Scopus. The method has followed the guidelines of the PRISMA statement. The final sample has been composed of 15 articles, that met the inclusion criteria and whose quality has been evaluated with the critical evaluation tools PEDro and STROBE. The results show that most of the studies use standardized tools for the evaluation of executive functions and sensory processing, but both are evaluated separately, being useful the creation of instruments that include them. It is also necessary to carry out studies that include the intervention of the occupational therapist in the school context.