Evaluation of the Interplay Between Homework Motivation and Sluggish Cognitive Tempo in Youth With ADHD: Associations With Homework Performance

2018 ◽  
Vol 23 (11) ◽  
pp. 1262-1273 ◽  
Author(s):  
Zoe R. Smith ◽  
Rosanna P. Breaux ◽  
Cathrin D. Green ◽  
Joshua M. Langberg
Keyword(s):  
Academic Failure ◽  
Parent Report ◽  
Self Report ◽  
Sluggish Cognitive Tempo ◽  
School Students ◽  
Academic Impairment ◽  
Oppositional Defiant ◽  
Youth With Adhd ◽  
Low Motivation ◽  
Cognitive Tempo

Objective: This study evaluated which Sluggish Cognitive Tempo (SCT) factors (i.e., Slow, Sleepy, Daydreamer) are most strongly associated with homework motivation, and whether homework motivation mediates the path between SCT and academic impairment. Method: Participants were 285 middle school students (boys 209) in Grades 6 to 8 (ages 10-15 years) who were comprehensively diagnosed with ADHD. Results: Parent- and self-report of SCT Slow behaviors predicted homework motivation above and beyond symptoms of ADHD, oppositional defiant disorder (ODD), anxiety, depression, and intelligence. The mediation models tested were multi-informant and cross-rater (parent-report of SCT to self-report of motivation to teacher-report of homework problems), and suggest that low motivation may help explain the associations between SCT and functional impairment. Conclusion: SCT and motivation are significantly associated constructs. Clinically, youth with ADHD and comorbid SCT may be more likely to present with low motivation, placing them at risk for academic failure. The manuscript discusses potential clinical implications of these findings.

scholarly journals Validity of Sluggish Cognitive Tempo in South America: An Initial Examination Using Mother and Teacher Ratings of Chilean Children

2015 ◽  
Vol 21 (8) ◽  
pp. 667-672 ◽  
Author(s):  
Marta Belmar ◽  
Mateu Servera ◽  
Stephen P. Becker ◽  
G. Leonard Burns
Keyword(s):  
Convergent Validity ◽  
Western Europe ◽  
Discriminant Validity ◽  
Teacher Ratings ◽  
Social Impairment ◽  
Sluggish Cognitive Tempo ◽  
Initial Examination ◽  
Academic Impairment ◽  
Oppositional Defiant ◽  
Cognitive Tempo

Objective: To examine the validity of sluggish cognitive tempo (SCT) and ADHD–inattention (ADHD-IN) symptoms in children from Chile. Method: Mothers and teachers rated SCT, ADHD-IN, ADHD–hyperactivity/impulsivity (ADHD-HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection (teachers only) in 652 Chilean children (55% boys) aged 6 to 14 years. Results: For both mother and teacher ratings, the eight SCT symptoms and nine ADHD-IN symptoms showed substantial loadings on their respective factors (convergent validity) along with loadings close to zero on the alternative factor (discriminant validity). ADHD-IN showed a uniquely stronger relationship than SCT with ADHD-HI and ODD whereas SCT showed a uniquely stronger relationship than ADHD-IN with anxiety and depression. Although ADHD-IN uniquely predicted academic impairment and social difficulties, SCT did not. Conclusion: This study provides the first evidence for the validity of SCT among children outside of North America or Western Europe.

Social and Academic Impairment in Youth with ADHD, Predominately Inattentive Type and Sluggish Cognitive Tempo

2013 ◽  
Vol 42 (1) ◽  
pp. 77-90 ◽  
Author(s):  
Stephen A. Marshall ◽  
Steven W. Evans ◽  
Ricardo B. Eiraldi ◽  
Stephen P. Becker ◽  
Thomas J. Power
Keyword(s):  
Sluggish Cognitive Tempo ◽  
Academic Impairment ◽  
Inattentive Type ◽  
Youth With Adhd ◽  
Cognitive Tempo

Evaluating the Structure of Sluggish Cognitive Tempo Using Confirmatory Factor Analytic and Bifactor Modeling With Parent and Youth Ratings

Assessment ◽  
2016 ◽  
Vol 25 (1) ◽  
pp. 99-111 ◽  
Author(s):  
Zoe R. Smith ◽  
Stephen P. Becker ◽  
Annie A. Garner ◽  
Cort W. Rudolph ◽  
Stephen J. Molitor ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Parent Report ◽  
Self Report ◽  
Sluggish Cognitive Tempo ◽  
General Factor ◽  
Fit Statistics ◽  
Confirmatory Factor ◽  
Bifactor Modeling ◽  
Three Factor ◽  
Cognitive Tempo

The primary goals of this study were to evaluate the dimensionality of the Penny et al. Sluggish Cognitive Tempo Scale and to compare model fits for parent- and youth self-report versions. Participants were 262 young adolescents (ages 10-15) comprehensively diagnosed with attention-deficit/hyperactivity disorder. Both confirmatory factor analysis (CFA) and bifactor modeling were used to determine if the proposed three-factor structure previously identified through exploratory factor analysis could be confirmed. Results showed that although the three-factor CFA had better fit statistics than a one- or two-factor CFA, the bifactor model was the best-fitting model for both parent report and self-report. This implies that Sluggish Cognitive Tempo Scale is best conceptualized as having an underlying general factor, with three specific factors that may represent different etiologies. Importantly, results also showed low-to-moderate correlations between raters and equivalent or better fit statistics for self-report in comparison with parent report.

Relationship between sluggish cognitive tempo and sleep, psychological, somatic, and cognitive problems and impairment in children with autism and children with ADHD

2020 ◽  
pp. 135910452097845
Author(s):  
Susan D Mayes ◽  
Susan L Calhoun ◽  
Daniel A Waschbusch
Keyword(s):  
Sleep Disturbance ◽  
Children With Autism ◽  
Somatic Complaints ◽  
Sluggish Cognitive Tempo ◽  
Research Attention ◽  
Academic Impairment ◽  
Oppositional Defiant ◽  
Cognitive Problems ◽  
The Relationship ◽  
Cognitive Tempo

Sluggish cognitive tempo (SCT) is a topic of renewed interest. Much remains to be learned about its association with symptoms and diagnoses that have received little research attention, particularly sleep disturbance, somatic complaints, and autism. Our study is the first to explore the relationship between SCT and sleep, internalizing, externalizing, somatic, and cognitive problems, impairment, and demographics in large samples of children with autism, ADHD-Combined, and ADHD-Inattentive. Mothers rated 1,436 children with autism and 1,056 with ADHD without autism, 2 to 17 years, on the Pediatric Behavior Scale (PBS). Factor analysis yielded a 6-item SCT factor (sluggish/slow moving/low energy, stares/preoccupied/in own world, tires easily, in a fog/confused, drowsy/sleepy/not alert, and apathetic) plus 10 additional factors. SCT was distinct from but related to several factors and was associated with social and academic impairment. The strongest independent predictors of SCT were depression, sleeping more than normal, cognitive problems, autism, and somatic complaints. Scores on the remaining factors (sleep disturbance, attention deficit, impulsivity, hyperactivity, oppositional defiant disorder, conduct disorder, and anxiety) increased explained variance by less than 2%. Findings suggest that SCT is not simply sluggish cognitive tempo, as the name implies, and is a complex construct with behavioral, affective, emotional, cognitive, and somatic components and associations. Given that 49% of children with autism had SCT, SCT symptoms should be considered in all children being evaluated for autism, as well as for ADHD-C and ADHD-I (with SCT percentages of 31% and 40%). Assessing and treating SCT is especially important because of its association with impairment.

scholarly journals The Relationship between Sluggish Cognitive Tempo, Self-esteem, and Attention-deficit Hyperactivity Disorder among University Students

2021 ◽  
Vol 11 (2) ◽  
pp. 238
Author(s):  
Shaimaa Ezzat Basha ◽  
Futiem Nasha Alsubie
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
University Students ◽  
Attention Deficit ◽  
Adult Adhd ◽  
Self Esteem ◽  
Self Report ◽  
Sluggish Cognitive Tempo ◽  
Hyperactivity Disorder ◽  
Positive Direct ◽  
Cognitive Tempo

The present paper aims at determining the contribution of the Sluggish Cognitive Tempo (SCT) and self-esteem to predicting Attention-Deficit Hyperactivity Disorder (ADHD) among female university students in Saudi Arabia. It examines the differences in the research variables according to academic achievement. It also identifies the correlations of these variables. The authors applied the research instruments, i.e., the Adult ADHD Self-Report Scale (ASRS-v1.1), Adult Concentration Inventory (ACI), and Rosenberg’s Self-Esteem Scale (RSES) to a sample of 203 female university students aged 19-31 years (M = 23.29 years; SD= 3.74 years). The results showed no differences in the mean scores of ASRS, ACI, and negative self-esteem in the achievement levels among university students. In contrast, there was a positive direct relationship between ADHD, SCT, and negative self-esteem. SCT contributed significantly (by 40%), whereas self-esteem contributed by 6% in predicting ADHD among university students. The study highlighted the contribution of both negative self-esteem and SCT to predicting ADHD among Saudi university students to understand the nature of the disorder and its predictors. The findings of this study can be utilized to develop preventive programs for enhancing self-esteem and increasing attention among university students.   Received: 17 December 2020 / Accepted: 31 January 2021 / Published: 5 March 2021

scholarly journals Association of Foster Care and its Duration with Clinical Symptoms and Impairment: Foster Care versus Non-Foster Care Comparisons with Spanish Children

2019 ◽  
Vol 29 (2) ◽  
pp. 526-533 ◽  
Author(s):  
Ignasi Navarro-Soria ◽  
Mateu Servera ◽  
G. Leonard Burns
Keyword(s):  
Foster Care ◽  
Foster Children ◽  
Clinical Symptoms ◽  
Sluggish Cognitive Tempo ◽  
Mothers And Fathers ◽  
Academic Impairment ◽  
Oppositional Defiant ◽  
Care Groups ◽  
The Difference ◽  
Anxiety Depression

Abstract Objective The objective was to determine if Spanish foster care children and Spanish non-foster children differ on sluggish cognitive tempo (SCT), ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), limited prosocial emotions (LPE), anxiety, depression, social and academic impairment measures and if the duration of foster care predicts a reduction in symptom and impairment differences between foster and non-foster care children. Method Foster care parents of 49 children (8 to 13 years, 57% girls) and non-foster care mothers and fathers of 1776 children (8 to 13 years, 49% girls) completed the Child and Adolescent Behavior Inventory (CABI). Results Foster care children had significantly higher scores on all symptom and impairment measures than non-foster care mother and father groups (d values from 0.37 to 1.53). A longer duration in foster care (range 8 to 86 months) was also associated with significant lower scores on SCT, ADHD-IN, anxiety, depression, and academic impairment. In addition, while foster care children with a shorter duration in foster care (less than medium months) had significantly higher scores than the non-foster care groups on all measures (d values from 0.66 to 2.25), children with a longer duration in foster care did not differ from the non-foster care groups on anxiety, depression, ADHD-IN, ADHD-HI, LPE, social and academic impairment. Conclusions Although foster care children had elevated psychopathology and impairment scores relative to non-foster care children, a longer stay in foster care was associated with the elimination of the difference on most symptom and impairment measures.

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.

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