Use external reinforcement contingent on successful inhibitory control to improve behavioural regulation¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (1 causal, 1 quant-synthesis), q3–q4 · 2 of 2 report an effect size · 2 claims rest on one study

Description¶

The article's authors draw a direct applied implication: because reward improved both cancellation and restraint inhibition in typically developing youths, "the efficiency of behavioral regulation can be ameliorated with external reinforcement." They argue this is especially relevant to youths with pathologically impaired inhibitory control such as ADHD, who may need higher levels of reinforcement, and suggest behavioral interventions involving rewarding stimuli may be useful in clinical populations.

Design Implications¶

Context¶

Requirements¶

• Rewards must be delivered for successful inhibitory control trials specifically, with a neutral non-reward comparison condition to avoid confounding rewards with punishments

Constraints¶

• The article notes facilitation of SSRT was similar between LOW and HIGH reward conditions, suggesting minimal reinforcement may suffice in typically developing youths
• The authors state future research is needed on whether non-tangible rewards such as social praise facilitate inhibition

Target Learners¶

• children and adolescents aged 7-17
• youths with pathologically impaired inhibitory control such as ADHD

Target Learning Goals¶

• improving inhibitory control (cancellation and restraint of responses)

Affordances¶

• Incentive Salience Account Of Reward Ic

Claims¶

• Reward improves the speed of inhibitory control (SSRT) in both cancellation and restraint tasks in children and adolescents [+W]
• The prospect of reward for successful inhibition significantly improves inhibitory control (SMD = 0.429) compared with no-reward conditions [+W]

Related Strategies¶

• Incorporate reward prospect into inhibitory control training interventions to strengthen behaviour change effects
• Design guidance lessons that give adolescents practice in planning, anticipating consequences, and regulating behavior, and avoid scare tactics and lecturing

Examples¶

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Key Sources¶

• Sinopoli, K.J., Schachar, R., & Dennis, M. (2011). Reward Improves Cancellation and Restraint Inhibition Across Childhood and Adolescence. Developmental Psychology, 47(5), 1479-89. https://doi.org/10.1037/a0024440