A Comparative Analysis of Progress in Attention of Neurodivergent Children Provided with and Without a Home Plan

Abstract

Objective: To examine and compare the progress in Attention of Neurodivergent Children Provided with and Without a Home Plan Method: This study uses a systematic review methodology to compare existing research on neurodivergent children with and without home plans. Studies from clinical and educational settings were included, focusing on academic performance, behavior, social interaction, and emotional regulation, with data synthesized from RCTs, cohort studies, and longitudinal observational studies. Result: Children receiving home-based interventions showed significant improvements in social skills, particularly in peer interaction and communication, with strongest effects in children with ASD. Behavioral issues such as tantrums, aggression, and hyperactivity were reduced, especially with active parental involvement. Academic performance improved notably in reading and math, particularly for children with ADHD and dyslexia. Emotional regulation also improved, with better management of frustration and anxiety through structured routines and emotional coaching. Conclusion: This systematic review indicates that home-based interventions, particularly home plans, can significantly improve social skills, behavior, academic performance, and emotional regulation in neurodivergent children. Effectiveness depends on parental involvement, intervention type, and individual child needs. Variability across studies highlights the need for further research with standardized protocols, larger samples, and long-term follow-up.