The role of executive functions and ICTs in anxiety management of children with learning disabilities

Abstract

Anxiety is a particular form of emotional distress which is frequently experienced by students with LD. Research has indicated that high levels of anxiety have negative effects on performance on cognitive and academic tasks. Also, findings suggest that children with LD present cognitive and neuropsychological deficits. The mindfulness function of MMA proved to be helpful in promoting calmness, tolerance and acceptance of distress, as well as self-understanding in youth. Youth with learning disabilities (LDs) have information processing challenges that place them at increased risk for emotion dysregulation and often rely on coping strategies that emphasize avoidance of challenging emotions, experiences or tasks. We highlight that cognitive interference may help in reducing the quality or efficiency of test-anxious students’ with LD performance during exams.