Sluggish cognitive tempo

2018 ◽  
Author(s):  
Stephen P. Becker ◽  
Russell A. Barkley
Keyword(s):  
Emotion Dysregulation ◽  
Performance Outcomes ◽  
Sluggish Cognitive Tempo ◽  
Lower Grade ◽  
Motor Speed ◽  
Major Life ◽  
Academic Difficulties ◽  
Grade Point ◽  
History Of ◽  
Cognitive Tempo

Sluggish cognitive tempo (SCT) is characterized by excessive daydreaming, mental confusing and fogginess, and slowed behaviour/thinking. A brief history of the SCT construct is provided, followed by a review of the current research supporting SCT as distinct from ADHD and other psychopathologies. SCT is positively associated with ADHD inattentive symptoms, depression, anxiety, and daytime sleepiness, but is unassociated or negatively associated with externalizing behaviours such as hyperactivity-impulsivity, oppositionality, and aggression. A growing body of research also demonstrates that SCT is uniquely associated with poorer functioning in various domains of major life activities, including academic difficulties (including poor organization, homework problems, and lower grade point average), social problems (especially peer withdrawal and isolation), and emotion dysregulation. SCT is less clearly associated with most neuropsychological performance outcomes with the possible exceptions of sustained attention, processing speed, and motor speed.

Emotion Dysregulation and Sluggish Cognitive Tempo as Moderators of Cortisol Responsivity in Children with ADHD

2020 ◽  
Vol 4 (3) ◽  
pp. 227-240
Author(s):  
Stephen G. Taylor ◽  
E. Rebekah Siceloff ◽  
Alex M. Roberts ◽  
W. Joshua Bradley ◽  
Rachel M. Bridges ◽  
...  
Keyword(s):  
Emotion Dysregulation ◽  
Sluggish Cognitive Tempo ◽  
Children With Adhd ◽  
Cognitive Tempo

Sluggish cognitive tempo symptoms and psychosocial well-being in adolescents – an epidemiological study in the Northern Finland Birth Cohort 1986

2017 ◽  
Vol 41 (S1) ◽  
pp. S441-S441
Author(s):  
T. Hurtig ◽  
J. Veijola
Keyword(s):  
Birth Cohort ◽  
Psychiatric Symptoms ◽  
Population Sample ◽  
Participation Rate ◽  
Well Being ◽  
Attention Problems ◽  
Self Report ◽  
Sluggish Cognitive Tempo ◽  
Lower Grade ◽  
Cognitive Tempo

IntroductionThe investigation of sluggish cognitive tempo (SCT) concept has renewed interest in recent years. Apart from previous studies linking SCT items to ADHD, current research now shows further evidence for the relationship between SCT items and impairment in several domains. Despite it is not a clinical entity, SCT items are often seen in clinical child and adolescent psychiatric populations and, thus, further investigation of these symptoms is clearly needed both in clinical and in community samples.ObjectivesOur aim was to investigate the relations between SCT items and psychiatric symptoms, as well as psychosocial and academic functioning in a large general population sample of adolescents.MethodsFifteen-year old adolescents from the Northern Finland Birth Cohort 1986 (n = 9432) completed a postal questionnaire on their health and well-being with a participation rate of 80%. The questionnaire included the Youth Self Report (YSR) which has the following SCT items: I feel confused or in a fog, I daydream a lot, and, I don’t have much energy, as well as items constructing the subscales depressed/anxious, withdrawn, somatic complains, social problems, thought problems, attention problems, rule-breaking behavior, and aggressive behavior.Preliminary resultsAround 8% of adolescents rated themselves above the 90% cut-off in the sum score of SCT items. They also reported more symptoms in all YSR subscales, lower grade marks in academic field, less friends, and lower life satisfaction than adolescents scoring below the 90% cut-off.ConclusionSCT may relate to various psychiatric problems and reduced psychosocial well-being.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Sluggish Cognitive Tempo Predicts Academic Fluency, Beyond Contributions of Core Academic Skills, Attention, and Motor Speed

2018 ◽  
Vol 23 (14) ◽  
pp. 1703-1710 ◽  
Author(s):  
Lisa A. Jacobson ◽  
E. Mark Mahone
Keyword(s):  
Child Outcomes ◽  
Academic Skills ◽  
Sluggish Cognitive Tempo ◽  
Motor Speed ◽  
Math Skills ◽  
Component Skills ◽  
Reading And Math ◽  
Child Performance ◽  
Academic Fluency ◽  
Cognitive Tempo

Objective: Sluggish Cognitive Tempo (SCT) is a distinct behavioral phenotype characterized by such symptoms as being slow to complete tasks, appearing drowsy or sleepy, and lacking initiative. Subcomponents of SCT appear differentially associated with inattention symptoms and child outcomes. Much of the work in this area has examined associations between SCT symptoms and ratings of behavior; few studies have examined associations with child performance. Method: We examined associations between SCT and timed reading and math skills in 247 referred youth ( M age = 11.55, range = 6-20; 67.6% male), controlling for the untimed academic skills, inattention, and graphomotor speed. Results: SCT consistently predicted timed academic fluency, after controlling for other component skills, for both reading (SCT Δ R2 = .039, p = .001) and math (Δ R2 = .049, p = .001). Conclusion: Results provide initial evidence for the unique association of SCT with timed academic performance. Understanding associations of SCT with actual child performance may allow for greater specificity in targeting interventions to address speed of performance.

Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

2020 ◽  
Vol 5 (5) ◽  
pp. 1221-1230
Author(s):  
Jane Roitsch ◽  
Kimberly A. Murphy ◽  
Anastasia M. Raymer
Keyword(s):  
Executive Function ◽  
Academic Outcomes ◽  
Graduate Program ◽  
Performance Outcomes ◽  
Future Research ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Praxis Ii ◽  
Language Pathology ◽  
Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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