scholarly journals ADHD and Sluggish Cognitive Tempo: Comparing Executive Functioning Response Patterns

2021 ◽  
Vol 13 (19) ◽  
pp. 10506
Author(s):  
Joshua Collado-Valero ◽  
Ignasi Navarro-Soria ◽  
Beatriz Delgado-Domenech ◽  
Marta Real-Fernández ◽  
Borja Costa-López ◽  
...  
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Self Regulation ◽  
Total Sample ◽  
Sluggish Cognitive Tempo ◽  
Short Version ◽  
Adhd Group ◽  
Response Patterns ◽  
High Profile ◽  
Cognitive Tempo

The aim of the present study was to describe and compare the specific profiles of Attention Deficit Hyperactivity Disorder (ADHD) and Sluggish Cognitive Tempo (SCT) through the Hybrid Model of Executive Functioning (HMEF). The total sample of 1049 subjects, aged 6 to 18 years (M = 10.75; SD = 3.20), were classified into a non-pathologic group, an ADHD group and an SCT group, and assessed using the short version of the Barkley Deficit in Executive Functions Scale for Children and Adolescents (BDEFS-CA). The results revealed significant differences between the three groups in all executive domains (non-pathologic < SCT < ADHD). While the ADHD group demonstrated a consistently high profile of difficulties in each subscale, the SCT group showed an irregular profile of difficulties, with middle and low scores, depending on the executive function. Although the SCT group’s score was far away from the ADHD group’s score for Self-Motivation, Emotions Self-Regulation and Self-Restraint and Inhibition, the two groups’ scores were very close for Time Self-Management and Self-Organization and Problem Solving. Accordingly, through logistic regression analyses, the SCT group was exclusively related to these last two executive domains; however, the ADHD group was strongly associated with almost every executive function. The findings suggest that the short version of the BDEFS-CA discriminates between both disorders, supporting psycho-pedagogical assessment and differential diagnosis.

Sluggish Cognitive Tempo, Internalizing Symptoms, and Executive Function in Adults With ADHD

2016 ◽  
Vol 21 (8) ◽  
pp. 701-711 ◽  
Author(s):  
John E. Leikauf ◽  
Mary V. Solanto
Keyword(s):  
Executive Function ◽  
Internalizing Symptoms ◽  
Predictive Power ◽  
Rating Scales ◽  
Sluggish Cognitive Tempo ◽  
Hierarchical Regression ◽  
Depression And Anxiety ◽  
Stimulant Treatment ◽  
Clinical Interviews ◽  
Cognitive Tempo

Objective: We sought to characterize relationships between sluggish cognitive tempo (SCT) and both internalizing symptoms and executive functioning in adults with ADHD. Method: A total of 102 adults with ADHD completed clinical interviews and clinical rating scales. Hierarchical regression analyses were conducted to ascertain the independent predictive power of SCT symptoms for deficits in executive function (EF) after considering severity of ADHD inattentive and hyperactive-impulsive symptoms and internalizing symptoms. Results: SCT correlated with ADHD inattentive symptoms and dimensional measures of depression and anxiety but not with clinical diagnosis of depression or anxiety. SCT predicted EF deficits over and above the effects of internalizing and ADHD symptoms. This relationship between SCT and EF was limited to the subset of participants ( n = 48) receiving stimulant treatment. Conclusion: SCT in adults with ADHD is associated with internalizing symptoms, ADHD inattentive symptoms, and, independently, with EF deficits. Further research is needed to ascertain why this relationship occurred primarily in adults concurrently receiving stimulants.

scholarly journals RETRACTED: Sluggish Cognitive Tempo, Internalizing Symptoms, and Executive Function in Adults With ADHD

2017 ◽  
Vol 21 (6) ◽  
pp. NP1-NP11 ◽  
Author(s):  
John E. Leikauf ◽  
Mary V. Solanto
Keyword(s):  
Executive Function ◽  
Online Publication ◽  
Internalizing Symptoms ◽  
Sluggish Cognitive Tempo ◽  
Original Publication ◽  
Attention Disorders ◽  
Cognitive Tempo

Leikauf, J. E., & Solanto, M. V. (2016). Sluggish Cognitive Tempo, Internalizing Symptoms, and Executive Function in Adults With ADHD. Journal of Attention Disorders. Advance online publication. doi: 10.1177/1087054716659361 The article was revised after its original publication in OnlineFirst. The original publication has now been removed, and the final OnlineFirst version of the article can be accessed at http://journals.sagepub.com/doi/full/10.1177/1087054716682337

Executive Functioning in Children and Adolescents With Symptoms of Sluggish Cognitive Tempo and ADHD

2013 ◽  
Vol 19 (6) ◽  
pp. 507-514 ◽  
Author(s):  
Eva Angelina Araujo Jiménez ◽  
María Claustre Jané Ballabriga ◽  
Albert Bonillo Martin ◽  
Francisco Javier Arrufat ◽  
Rodrigo Serra Giacobo
Keyword(s):  
Executive Functioning ◽  
Children And Adolescents ◽  
Sluggish Cognitive Tempo ◽  
Cognitive Tempo

Self-Regulation Mindsets: Relationship to Coping, Executive Functioning, and ADHD

2020 ◽  
Vol 39 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Jeni L. Burnette ◽  
Alexandra D. Babij ◽  
Lauren E. Oddo ◽  
Laura E. Knouse
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Negative Affect ◽  
Self Regulation ◽  
Growth Mindset ◽  
Avoidant Coping ◽  
Adhd Diagnosis ◽  
Diagnostic Status ◽  
The Stability ◽  
The Relationship

Introduction: We examined if mindsets about the stability (fixed mindset) or malleability (growth mindset) of self-regulation predicted coping with setbacks. We also investigated relations with Executive Function (EF) deficits and ADHD status. Methods: In two correlational studies (Study 1, N = 204; Study 2, N = 184, ADHD, n = 34, Non-ADHD, n = 150), participants reported on their mindsets, self-regulatory abilities, and responded to assessments related to a setback about which they wrote. Results: Across both studies, growth mindsets predicted less negative affect, greater efficacy, and less avoidant coping. The relationship between mindsets and these responses did not depend on EF deficits (Study 1 and Study 2) nor ADHD diagnostic status (Study 2), but participants with greater EF deficits and an ADHD diagnosis reported weaker growth mindsets of self-regulation. Discussion: Findings support the evaluation and development of growth mindset interventions to help individuals with disorders of self-regulation to cope more effectively.

scholarly journals Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia

2021 ◽  
Vol 18 (2) ◽  
pp. 205-224
Author(s):  
Simona Podobnik Uršič ◽  
Karmen Pižorn
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Task Performance ◽  
Inclusive Education ◽  
Self Regulation ◽  
Structured Interview ◽  
Qualitative Assessment ◽  
Research Approach ◽  
Efl Teacher ◽  
Efl Students

Teaching of executive function strategies in learning and task performance to EFL students with specific learning difficulties plays an important role in inclusive education. The present case study presents an investigation of the strategies supporting executive functioning in the frames of learning self-regulation, which are applied in learning tenses and the verb gap-fill task performance of a grammar school student with dyslexia. A triangulation research approach included a semi-structured interview with the participant, a qualitative assessment of her written work, a questionnaire with the parents and EFL teacher, and a study of the evaluation report. The results highlight the participant’s difficulties in tense acquisition and frequent task performance errors, weak tense knowledge and low application of strategies supporting executive functioning. The results might help teachers create an inclusive environment in EFL classes.

scholarly journals A-045 Sluggish Cognitive Tempo in Youth: An Examination of Executive Functioning and Self-Reported Internalizing Symptoms

2020 ◽  
Vol 35 (6) ◽  
pp. 835-835
Author(s):  
Coultis N ◽  
Hopkins J ◽  
Heideman E ◽  
Kirsch A
Keyword(s):  
Executive Functioning ◽  
Social Isolation ◽  
Internalizing Symptoms ◽  
Performance Test ◽  
Word Identification ◽  
Self Report ◽  
Sluggish Cognitive Tempo ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Cognitive Tempo

Abstract Objective Sluggish cognitive tempo (SCT) is a group of attention-related symptoms that are characterized by slowed behavior and thinking, excessive daydreaming, mental confusion or fogginess, and drowsiness.4 Studies have shown that SCT is related to higher rates of anxiety, depression, and social isolation.4 Additionally, recent publications have indicated that aspects of executive functioning (EF) may be impacted in children with SCT.2,5 Meta-analysis confirmed that most SCT research has focused on parent and teacher report.1,3,4 There is an increased need for studies examining SCT with self-report.5 This study will examine how SCT is related to EF and self-reported internalizing symptoms in youth with Attention-Deficit/Hyperactivity Disorder (ADHD). Method Participants were youth aged 8 to 18-years with ADHD (N = 130) referred for neuropsychological testing. Participant demographics: males (N = 82, 63.1%). Measures included the Wechsler Intelligence Scale for Children/Wechsler Adult Intelligence Scale (WISC-V/WAIS-IV) Processing Speed Index (PSI), Conners Continuous Performance Test (CPT) Hit Reaction Time (HRT), Delis-Kaplan Executive Function System Color Word Identification (CWI) and Tower subtests, Behavior Assessment Systems for Children (BASC) self-report scales, and Personality Assessment Inventory-Adolescent (PAI-A) scales. Results Bivariate correlations showed that the PSI was significantly correlated with CWI Inhibition (r = 0.52, p &lt; .01), CWI Inhibition/Switching (r = 0.53, p &lt; .01), Tower (r = −0.20, p &lt; .05), and Social Isolation (r = −0.19, p &lt; .05), with Depression approaching significance (p = .06). The CPT HRT was also significantly correlated with CWI Inhibition (r = −0.19, p &lt; .05) and CWI Inhibition/Switching (r = −0.22, p &lt; .05), with Depression approaching significance (p = .05). Conclusions SCT is associated with EF and self-reported internalizing symptoms and should be included when considering interventions.

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