Return to References: Inhibition factor page.
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)
Peg-tapping: (Diamond & Taylor, 1996)**: Task during which students are asked to tap a peg twice when the experimenter taps once and vice versa, which involves inhibiting the tendency to copy the experimenter and remember the correct rule to respond
Aguilar-Pardo, D., Martínez-Arias, R., & Colmenares, F. (2013). The role of inhibition in young children's altruistic behaviour. Cognitive Processing, 14(3), 301-307.
Altemeier, L. E., Abbott, R. D., & Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30(5), 588-606.
Barkley, R. (1997). Behavioural inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-94.
Barkley, R. (2003). Attention-deficit/hyperactivity disorder. In E. J. Mash & R. Barkley (Eds.), Child Psychopathology (2nd ed., pp. 75–143). New York: Guilford Press.
Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7(3), 325-339.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.
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.
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510.
Delis, D. C., Kaplan, E., & Kramer, J. H. (2001). The Delis–Kaplan executive function system. San Antonio, TX: The Psychological Corporation.
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.
Diamond, A., & Taylor, C. (1996). Development of an aspect of executive control: Development of the ability to remember what I said and to “do as I say, not as I do.” Developmental Psychobiology, 29, 315-334
Fuhs, M. W., & McNeil, N. M. (2013). ANS acuity and mathematics ability in preschoolers from low-income homes: Contributions of inhibitory control. Developmental Science, 16(1), 136–148.
Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action: Performance of children 3 1/2–7 years old on a Stroop-like day-night test. Cognition, 53(2), 129–153.
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.
Jacques, S., & Zelazo, P. D. (2001). The Flexible Item Selection Task (FIST): A measure of executive function in preschoolers. Developmental Neuropsychology, 20(3), 573–591.
Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY—Second Edition (NEPSY-II). San Antonio, TX: Harcourt Assessment.
Mercader, J., Miranda, A., Presentación, 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.
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.
Neuenschwander, R., Röthlisberger, 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.
Robinson, K. M., & Dubé, 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.
Sjöwall, D., & Thorell, L. B. (2019). A critical appraisal of the role of neuropsychological deficits in preschool ADHD. Child Neuropsychology, 25(1), 60-80.
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.
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
Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162-187.
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