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 and ADHD present cognitive and neuropsychological deficits. Cognitive behavioral therapy combined with martial arts training is an effective intervention for youth with ADHD symptoms as well as youth with high levels of anxiety.
Highlights
Contextualization and analysis The executive functions’ (EFs) include planning, cognitive flexibility, inhibition, attention control, verbal and visuo-spatial working memory
Learning disabilities are comorbid with other diagnoses including attention-deficit/hyperactivity disorder (ADHD), anxiety, and depression (Martinez & Semrud-Clikeman, 2004)
Another study evaluated the impact of a 20week mindfulness martial training program (Integra Mindfulness Martial Arts - MMA) on executive function (EF), internalizing and externalizing behavior and social skills in a clinical sample of adolescent boys 12- 18 years old with learning disabilities (LD) and co-occurring attention deficit/hyperactivity disorder (ADHD) or anxiety
Summary
Learning disabilities are comorbid with other diagnoses including attention-deficit/hyperactivity disorder (ADHD), anxiety, and depression (Martinez & Semrud-Clikeman, 2004). The Neuropsychology Center of Louisiana (NCLA) designed a Build-A-Brain program for tween boys from 10 to 14 years old with learning disabilities in combination with hypoactivity, impulsivity, distractibility, difficulty falling asleep, and heightened sensitivity. After this 8week/14-session program, using playful, interactive experiential learning techniques, executive/frontal functioning skills were developed. Another study evaluated the impact of a 20week mindfulness martial training program (Integra Mindfulness Martial Arts - MMA) on executive function (EF), internalizing and externalizing behavior and social skills in a clinical sample of adolescent boys 12- 18 years old with learning disabilities (LD) and co-occurring attention deficit/hyperactivity disorder (ADHD) or anxiety. ADHD children showed deficits on visual working memory, planning, cognitive flexibility and phonetic fluency (Marzocchi et al, 2008)
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