Academic functioning in children with and without sluggish cognitive tempo

Becker, Stephen P.; Epstein, Jeffery N.; Burns, G. Leonard; Mossing, Kandace W.; Schmitt, Aidan P.; Fershtman, Chaya E.M.; Vaughn, Aaron J.; Zoromski, Allison K.; Peugh, James; Simon, Jay R.; Tamm, Leanne

doi:10.1016/j.jsp.2022.10.001

Cited by 14 publications

(5 citation statements)

References 66 publications

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“…Further, results suggested that, EF and CDS items demonstrated significantly higher incremental validity when predicting impairment in adolescents versus children. Such findings are in line with the idea that elements of CDS and EF may be more relevant for difficulties in day-to-day functioning in adolescence versus childhood (Becker et al, 2022;Ferguson et al, 2021). It is possible that including age as a single variable in the machine learning algorithm may not be enough to capture age-related heterogeneity in ADHD's relation to impairment across development, with separate algorithms needed to best predict impairment in childhood versus adolescence.…”

Section: Confirming the Utility Of An Abbreviated Set Of Symptoms In ...supporting

confidence: 77%

“…Although emotional dysregulation is generally absent from ADHD symptom criteria, results suggested that it may be a key predictor of impairment and thus warrants increased attention in youth with ADHD. Similarly, recent studies have suggested that CDS and ADHD, although frequently co-occurring, may be distinct and differentially contribute to impairment (Becker et al, 2022). Results provided support for this idea, as CDS items, particularly those related to slow task completion, underactivity, and slow movement or sluggishness emerged as among the most important indicators of impairment.…”

Section: Confirming the Utility Of An Abbreviated Set Of Symptoms In ...supporting

confidence: 56%

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Application and expansion of an algorithm predicting attention-deficit/hyperactivity disorder and impairment in a predominantly White sample.

Goh,

Eng,

Bansal

et al. 2024

Journal of Psychopathology and Clinical Science

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Current assessment protocols for attention-deficit/hyperactivity disorder (ADHD) focus heavily on a set of highly overlapping symptoms, with well-validated factors like cognitive disengagement syndrome (CDS), executive function (EF), age, sex, and race and ethnicity generally being ignored. Using machine learning techniques, the current study aimed to validate recent findings proposing a subset of ADHD symptoms that, together, predict ADHD diagnosis, severity, and impairment level better than the full symptom list, while also testing whether the inclusion of the factors listed above could further increase accuracy. Parents of 1,922 children (50.1% male) aged 6–17 years completed rating scales of ADHD, CDS, EF, and impairment. Results suggested nine symptoms as most important in predicting outcomes: (a) has difficulty sustaining attention in tasks or play activities; (b) does not follow through on instructions and fails to finish work; (c) avoids tasks (e.g., schoolwork, homework) that require sustained mental effort; (d) is often easily distracted; (e) has difficulty organizing tasks and activities; (f) is often forgetful in daily activities; (g) fidgets with hands or feet or squirms in seat; (h) interrupts/intrudes on others; and (i) shifts around excessively or feels restless or hemmed in. The abbreviated algorithm achieved accuracy rates that did not significantly differ compared to an algorithm comprising all 18 symptoms in predicting impairment, while also demonstrating excellent discriminative ability in predicting ADHD diagnosis. Adding CDS and EF to the abbreviated algorithm further improved the prediction of global impairment. Continued refinement of screening tools will be key to ensuring access to clinical services for youth at risk for ADHD.

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Section: Confirming the Utility Of An Abbreviated Set Of Symptoms In ...supporting

confidence: 77%

Section: Confirming the Utility Of An Abbreviated Set Of Symptoms In ...supporting

confidence: 56%

Application and expansion of an algorithm predicting attention-deficit/hyperactivity disorder and impairment in a predominantly White sample.

Goh,

Eng,

Bansal

et al. 2024

Journal of Psychopathology and Clinical Science

View full text Add to dashboard Cite

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“…More specifically, higher CDS symptoms have been associated with: (i) poorer skills in daily life executive functioning and a greater functional impairment in the specific domains of educational activities, work, money/financial issues, managing chores and household tasks, community activities, and social situations with strangers and friends [23]; (ii) lower scores for self-organization and problem solving; (iii) higher scores for a distorted time perception [18]; (iv) a weaker orienting network due to the problems of engaging and disengaging attention [24]; (v) a reduced speed and efficacy of selective attention in early information processing [25]; (vi) more deficits in the use of self-regulated learning strategies [26]; and (vii) more difficulties in a timed reading test, although students with CDS were not slower than controls in reading comprehension, processing speed, and reading fluency [27]. On this point, more recent research has provided clearer evidence for a link between CDS and a wide range of academic [28] and neurocognitive [29] outcomes.…”

Section: Introductionmentioning

confidence: 99%

Validation of the Farsi Version of the Adult Concentration Inventory for Assessing Cognitive Disengagement Syndrome

Bahmani

Parhoon

et al. 2023

JCM

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The internal and external validity of cognitive disengagement syndrome (CDS) relative to attention-deficit/hyperactivity disorder-inattention (ADHD-IN) was evaluated herein with Farsi-speaking adults. A total of 837 Iranian adults assessed throughout the whole country (54.72% women, Mage = 23.85; SD = 7.05; age range = 18 to 58 years; 75% between 18 and 24 years old; reporting higher educational training) completed self-report measures of CDS, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), depression, anxiety, and stress. Seven of the fifteen CDS symptoms showed a good convergent (high loadings on the CDS factor) and discriminant (higher loadings on the CDS factor than the ADHD-IN factor) validity. CDS also showed stronger first-order and unique associations with depression than ADHD-IN, whereas ADHD-IN showed stronger first-order and unique associations with ADHD-HI and anxiety than CDS. The first-order and unique associations of CDS and ADHD-IN did not differ in relation to stress. This study is the first to support the validity of the self-report of assessing CDS symptoms with the Adult Concentration Inventory with Farsi-speaking individuals residing in Iran, thus further strengthening the transcultural validity of the CDS, and paving the way for further transcultural research in the field of CDS among adults.

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“…Conversely, ADHD-IN symptoms were unrelated to these peer domains. A recent study recruited children with and without clinically elevated teacher-reported CDS symptoms and found children with elevated CDS had significantly less engagement in the classroom compared to children without CDS (Cohen's d = 0.70; Becker, Epstein et al, 2022). Although limited compared to studies of school-aged youth, CDS symptoms are also associated with greater social withdrawal in adolescents (Jung et al, 2021; Willcutt et al, 2014).…”

mentioning

confidence: 99%

Cognitive Disengagement Syndrome (Sluggish Cognitive Tempo) and Social Withdrawal: Advancing a Conceptual Model to Guide Future Research

Fredrick

Becker

2022

J Atten Disord

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Objective: Cognitive disengagement syndrome (CDS, previously referred to as “sluggish cognitive tempo”) is a set of symptoms defined by excessive mind-wandering, mental confusion, and slowed behaviors separable from ADHD inattention. Method: Of the studies examining CDS in relation to psychosocial outcomes, one of the most established correlates of CDS is social withdrawal. However, studies have yet to test mechanisms or moderators of the link between CDS and social withdrawal. Results: As a parallel body of literature exists in developmental psychopathology on predictors and outcomes of social withdrawal, this review merges these literatures to identify themes and advance a conceptual model on mechanisms (e.g., task-unrelated thought, poorer social skills, social anxiety) and moderators (e.g., behavioral inhibition, sex, parenting) of the CDS and social withdrawal link. Conclusion: This model provides researchers and clinicians with testable hypotheses to better understand the link between CDS and social withdrawal and to identify treatment targets to improve the social engagement of youth with CDS.

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Academic functioning in children with and without sluggish cognitive tempo

Cited by 14 publications

References 66 publications

Application and expansion of an algorithm predicting attention-deficit/hyperactivity disorder and impairment in a predominantly White sample.

Application and expansion of an algorithm predicting attention-deficit/hyperactivity disorder and impairment in a predominantly White sample.

Validation of the Farsi Version of the Adult Concentration Inventory for Assessing Cognitive Disengagement Syndrome

Cognitive Disengagement Syndrome (Sluggish Cognitive Tempo) and Social Withdrawal: Advancing a Conceptual Model to Guide Future Research

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