In the quest to improve educational outcomes and emotional well-being in children, the recent research titled "Inhibitory Control Training for Anxiety and Math Achievement in Primary School Children: Protocol for a Proof-of-Concept Study" offers promising insights. This study explores how cognitive control training (CCT), specifically inhibitory control training, can reduce anxiety and enhance math achievement in primary school children. Here’s how practitioners can apply these findings to improve their skills and outcomes for children.
Understanding Inhibitory Control Training
Inhibitory control is the ability to suppress irrelevant or distracting stimuli to focus on a task. This skill is crucial for academic tasks such as math problem-solving, where children must filter out distractions and maintain focus on calculations and problem-solving strategies. The study hypothesizes that improving inhibitory control can reduce anxiety and enhance math achievement.
Key Findings from the Study
The research involved 100 children aged 8-10 years who participated in 15 sessions of inhibitory control training over three weeks. The study utilized a randomized design comparing the effects of adaptive Go/No-Go tasks (targeting inhibitory control) against a low-load active control task. The primary outcomes measured were:
- Anxiety and correlates (using various scales such as the Spence Children’s Anxiety Scale and Penn State Worry Questionnaire for Children)
- Inhibitory control (Go/No-Go task)
- Shifting (color-shape shifting task)
- Updating (n-back task)
- Math achievement (subtests from the Woodcock-Johnson IV Tests of Achievement)
Implementing Inhibitory Control Training
Practitioners can incorporate inhibitory control training into their therapeutic practices using the following strategies:
- Daily Short Sessions: Implement 10-minute daily sessions of adaptive Go/No-Go tasks, similar to the study’s protocol. These sessions can be easily integrated into the school day.
- Engaging Tools: Utilize computer-based or tablet-based applications to deliver the training, incorporating gamification elements to keep children engaged.
- Monitor Progress: Regularly assess children’s anxiety levels and math performance using standardized tools to track progress and adjust interventions as needed.
Encouraging Further Research
While the study provides a strong foundation, it is essential to continue exploring the long-term effects and potential applications of inhibitory control training. Practitioners are encouraged to:
- Replicate the Study: Conduct similar studies with larger and more diverse populations to validate the findings.
- Explore Other Outcomes: Investigate the impact of inhibitory control training on other academic subjects and emotional outcomes.
- Share Findings: Publish results and share best practices with the broader educational and therapeutic communities to foster collaboration and innovation.
Conclusion
The proof-of-concept study on inhibitory control training offers valuable insights for improving anxiety and math achievement in primary school children. By integrating these findings into practice, therapists and educators can enhance their interventions and contribute to better educational and emotional outcomes for children.To read the original research paper, please follow this link:
Inhibitory Control Training for Anxiety and Math Achievement in Primary School Children: Protocol for a Proof-of-Concept Study.
