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

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.

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.

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

Horn, D. L., Davis, R. A., Pisoni, D. B., & Miyamoto, R. T. (2004). Visual attention, behavioral inhibition and speech/language outcomes in deaf children with cochlear implants. In International Congress Series, 1273, 332-335. Elsevier.

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

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.

Mercader, J., Miranda, A., Presentacion, M. J., Siegenthaler, R., & Rosel, J. F. (2018). Contributions of motivation, early numeracy skills, and executive functioning to mathematical performance. A longitudinal study. Frontiers in psychology, 8, 2375.

Neuenschwander, R., Rothlisberger, M., Cimeli, P., & Roebers, C. M. (2012). How do different aspects of self-regulation predict successful adaptation to school? Journal of Experimental Child Psychology, 113(3), 353-371.

Oberle, E., & Schonert-Reichl, K. A. (2013). Relations among peer acceptance, inhibitory control, and math achievement in early adolescence. Journal of Applied Developmental Psychology, 34(1), 45-51.

Obersteiner, A., Bernhard, M., & Reiss, K. (2015). Primary school children's strategies in solving contingency table problems: The role of intuition and inhibition. ZDM, 47(5), 825-836.

Robinson, K. M., & Dube, A. K. (2013). Children's additive concepts: Promoting understanding and the role of inhibition. Learning and Individual Differences, 23(1), 101-107.

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