Measures and References: Inhibition

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Behavior Rating Inventory of Executive Function (BRIEF) (Gioia et al, 2000): Parent and teacher questionnaire to assess executive function, including Inhibition, in students aged five to 18 years

NEPSY-II Inhibition Subtest (Korkman et al., 2007): Subtest that requires students aged three through 16 to name items with its opposite (e.g. name "circle" for squares)

References

Aite, A., Berthoz, A., Vidal, J., Roell, M., Zaoui, M., Houde, O., & Borst, G. (2016). Taking a third-person perspective requires inhibitory control: Evidence from a developmental negative priming study. Child Development, 87(6), 1825-1840.

Anderson, M. C., Green, C., & McCulloch, K. C. (2000). Similarity and inhibition in long-term memory: Evidence for a two-factor theory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1141.

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94.

Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273-293.

DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.

Doyle, C., Smeaton, A. F., Roche, R. A., & Boran, L. (2018). Inhibition and updating, but not switching, predict developmental dyslexia and individual variation in reading ability. Frontiers in Psychology, 9, 795.

Duan, X., Wei, S., Wang, G., & Shi, J. (2010). The relationship between executive functions and intelligence on 11- to 12-year- old children. Psychological Test and Assessment Modeling, 52(4), 419-431.

Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY—Second Edition (NEPSY-II). San Antonio, TX: Harcourt Assessment.

Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N., … Inglis, M. (2013). Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement. PLoS ONE, 8(6), 1-9.

Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF: Behavior Rating Inventory of Executive Function. Odessa, FL: Psychological Assessment Resources.

Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180.

Ivanov, I., Schulz, K. P., London, E. D., & Newcorn, J. H. (2008). Inhibitory control deficits in childhood and risk for substance use disorders: A review. The American Journal of Drug and Alcohol Abuse, 34(3), 239-258.

Lustig, C., May, C., & Hasher, L. (2001). Working memory span and the role of proactive interference. Journal of Experimental Psychology: General, 130(2), 199-207.

McAuley, T., & White, D. (2012). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108(3), 453-468.

Poon, K. (2018). Hot and cool executive functions in adolescence: Development and contributions to important developmental outcomes. Frontiers in Psychology, 8(2311), 1-18.

Rossi, S., Vidal, J., Letang, M., Houde, O., & Borst, G. (in press). Adolescents and adults need inhibitory control to compare fractions. Journal of Numerical Cognition.

Sadeh, A., Gruber, R., & Raviv, A. (2002). Sleep, neurobehavioral functioning, and behavior problems in school‐age children. Child Development, 73(2), 405-417.

Samuels, W. E., Tournaki, N., Blackman, S., & Zilinski, C. (2016). Executive functioning predicts academic achievement in middle school: A four-year longitudinal study. Journal of Educational Research, 109(5), 478-490.

Sarsour, K., Sheridan, M., Jutte, D., Nuru-jeter, A., Hinshaw, S., & Boyce, W. T. (2011). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17, 120-132.

Shing, Y. L., Lindenberger, U., Diamond, A., Li, S.-C., & Davidson, M. C. (2010). Memory maintenance and inhibitory control differentiate from early childhood to adolescence. Developmental Neuropsychology, 35(6), 679-697.

Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688.

Verburgh, L., Konigs, M., Scherder, E. J., & Oosterlaan, J. (2014). Physical exercise and executive functions in preadolescent children, adolescents and young adults: A meta-analysis. British Journal of Sports Medicine, 48(12), 973-979.

Wang, L. C., Tasi, H. J., & Yang, H. M. (2012). Cognitive inhibition in students with and without dyslexia and dyscalculia. Research in Developmental Disabilities, 33(5), 1453-1461.