He still has issues with executive function and on task behaviour when he is not interested....
He is an emotional little boy, he does struggle a bit with executive functioning, but does therapy just go on forever?
As they grow up the needs change a lot.
By second grade, the expectation is definitely that they can manage themselves, accomplish their schoolwork independently, and "look interested" whether or not they are. The "when he is not interested" can turn into a major limiting factor, since school always offers at least some tasks that are not intrinsically interesting.
By fourth grade they are expected to be organizing their homework independently (i.e. bringing the right papers home, remembering to do AND turn in assignments). Teachers are often baffled by a kid who is this bright and simply cannot turn in his work.
By middle school, with changing classes, if you aren't using your planner and managing organization, it becomes a problem. The teachers are not accustomed to negotiating with parents at this stage: it needs to be in place with the child.
Socially, by 2nd grade a boy who cries or fusses at school is going to be singled out. Emotional regulation is pretty key for appropriate socializing, and becomes more and more stigmatizing if it's not in place. Being able to cope with change is important right along. Being able to cope when peers don't exactly follow the rules becomes more and more important in late elementary and middle school.
All of which is not to say "continue" or "stop." Only you can tell. But it's just to note that you need to plan to address the remaining issues so they don't become hindrances later.
That plan could be you doing the teaching on these skills, working with school as things arise, or continuing therapy. (We've done plenty of all three of those things with DS11.)
The nature of therapy changes, too. Ours increasingly looks like a "big brother/college buddy" who teaches the needed skills alongside fun activities. Definitely not what most people think of as "therapy."
HTH.