scholarly journals Examining the Role of Attention Deficits in the Social Problems and Withdrawn Behavior of Children With Sluggish Cognitive Tempo Symptoms

2021 ◽  
Vol 12 ◽  
Author(s):  
Trevor W. K. Yung ◽  
Cynthia Y. Y. Lai ◽  
Jacob Y. C. Chan ◽  
Shamay S. M. Ng ◽  
Chetwyn C. H. Chan

Previous studies have found that sluggish cognitive tempo (SCT) symptoms are often associated with social problems and withdrawn behavior. However, the possible neuropsychological mechanism underlying this relationship remains unclear. Some studies have also found that SCT symptoms are related to deficits in sustained attention and selective attention. However, no study has examined whether attention deficits are related to social problems and withdrawn behavior in children with SCT. This study was the first to examine the neuropsychological correlates of social problems and withdrawn behavior among children with SCT symptoms. The results showed that sustained attention measure (omission) predicted the severity of social problems and withdrawn behavior in children with SCT even after controlling for symptoms of attention-deficit hyperactivity disorder. Selective attention measure (response latency mean) was also found to predict the severity of social problems. These results suggest that the social problems commonly exhibited by children with SCT are related to deficits in sustained attention and attentional control. Thus, our results provide an initial support to the link between attention deficits and social problems among children with SCT.

2020 ◽  
Vol 42 (6) ◽  
pp. 630-637
Author(s):  
Hilmi Bolat ◽  
Eyüp S. Ercan ◽  
Gül Ünsel-Bolat ◽  
Akin Tahillioğlu ◽  
Kemal U. Yazici ◽  
...  

2010 ◽  
Vol 38 (8) ◽  
pp. 1097-1107 ◽  
Author(s):  
Annie A. Garner ◽  
Janice C. Marceaux ◽  
Sylvie Mrug ◽  
Cryshelle Patterson ◽  
Bart Hodgens

2021 ◽  
Vol 11 (2) ◽  
pp. 238
Author(s):  
Shaimaa Ezzat Basha ◽  
Futiem Nasha Alsubie

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


2021 ◽  
Vol 12 ◽  
Author(s):  
Saray Bonete ◽  
Ángela Osuna ◽  
Clara Molinero ◽  
Inmaculada García-Font

Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.


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