Relationship Between Sluggish Cognitive Tempo and Age and IQ in Preschool and School-Age Children and Adolescents with Autism and with ADHD

Mayes, Susan Dickerson; Seebeck, Jyssica; Waschbusch, Daniel A.

doi:10.1007/s10803-021-05222-2

Cited by 12 publications

(3 citation statements)

References 63 publications

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“…The SCT factor comprises five items (sluggish/slow moving/low energy, in a fog/confused, drowsy/sleepy/not alert, stares/preoccupied/in own world, and tires easily). The PBS SCT factor composition is consistent with the results of published factor analytic studies (Becker et al, 2016a) and has been utilized to assess SCT in previous publications (Mayes et al, 2020, 2021a, 2021b, 2021c, 2021d). The PBS corresponds well with established measures of psychopathology (Bixler et al, 2009; Mayes et al, 2014) and has been used to diagnose and differentiate psychological problems in multiple studies (Conrad et al, 2010; Mattison & Mayes, 2012; Mayes et al, 2012a, 2012b, 2017; Nichols et al, 2000; Waxmonsky et al, 2017).…”

Section: Methodssupporting

confidence: 80%

“…In a meta-analysis of child and adolescent studies (Becker et al, 2016a), SCT and IQ were significantly negatively related, with a small mean correlation of À.24 across nine studies. A recent study reported a negative and small correlation between SCT and IQ (À.12) in children with autism and/or ADHD (Mayes et al, 2021c). A review of 11 studies (Becker et al, 2018) showed mixed findings regarding the relationship between SCT and academic achievement test scores, with some studies reporting a nonsignificant association and other studies reporting that SCT was independently associated with reading but not math, math but not reading, or uniquely associated with both reading and math.…”

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confidence: 99%

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Sluggish cognitive tempo: Association with neuropsychological test scores, motor incoordination, and dysgraphia in elementary school children

Mayes

Bangert

Kallus

et al. 2022

Clin Child Psychol Psychiatry

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Research on the relationship between sluggish cognitive tempo (SCT) and scores on neuropsychological tests (such as those measuring processing speed and reaction time) is inconclusive, and the association between SCT and motor incoordination and dysgraphia has not been objectively investigated. Mothers of 413 elementary school children (6–12 years of age) rated their children on the Pediatric Behavior Scale (PBS), which yields psychological problem scores, including SCT. Children were administered an extensive battery of neuropsychological tests assessing processing and performance speed, working memory, immediate and delayed recall, sustained attention, response inhibition, cognitive flexibility, fine motor manipulative skill, verbal fluency and retrieval, set shifting, and interference control, as well as intelligence and reading and math achievement. Only three of the 19 correlations between SCT and neuropsychological scores were significant, and all involved graphomotor tests (two timed and one untimed). In regression analysis, the strongest independent predictor of SCT was the maternal PBS incoordination factor score, followed by ratings of autism, inattention, and depression. Neuropsychological test scores did not contribute significantly more to predicting SCT. Among the incoordination PBS factor items, clumsy and draws or writes poorly were significant SCT predictors. Our novel and unexpected findings showed that motor incoordination was a stronger correlate of SCT than other variables assessed in our study, including those previously linked with SCT. Future SCT research needs to include measures of incoordination and dysgraphia in order to replicate and expand upon the current findings. Our results suggest that SCT traits are not reliably measured by currently available neuropsychological tests.

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Section: Methodssupporting

confidence: 80%

mentioning

confidence: 99%

Sluggish cognitive tempo: Association with neuropsychological test scores, motor incoordination, and dysgraphia in elementary school children

Mayes

Bangert

Kallus

et al. 2022

Clin Child Psychol Psychiatry

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“…The CDS score equals the total score on the four CDS factor items added together. The PBS corresponds well with established measures of psychopathology (Bixler et al, 2009;Mayes et al, 2014), has been used to diagnose and differentiate psychological problems in multiple studies (Conrad et al, 2010;Mattison & Mayes, 2012;Nichols et al, 2000;Waxmonsky et al, 2017), and has been utilized to assess CDS in previous publications Mayes et al, 2020;Mayes, Seebeck, & Waschbusch, 2022;. The PBS CDS items have strong convergent and divergent validity.…”

Section: Instrumentmentioning

confidence: 87%

Agreement between mother, father, and teacher ratings of cognitive disengagement syndrome (sluggish cognitive tempo) in children with autism and children with ADHD.

Mayes¹,

Calhoun²,

Waschbusch³

2023

Psychological Assessment

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No studies have analyzed differences between mother, father, and teacher ratings of cognitive disengagement syndrome (CDS; formerly sluggish cognitive tempo). The sample included 1,115 children with autism and/or attention-deficit/hyperactivity disorder (ADHD) 4-16 years of age who were rated by mothers on the Pediatric Behavior Scale. Subsets of these children were also rated by fathers and/or teachers, resulting in 896 mother/father, 964 mother/teacher, and 745 father/teacher dyads. The CDS factor comprised four items assessing the core features of CDS: cognitive disengagement (in a fog/confused and stares/preoccupied/in own world) and hypoactivity (sluggish/slow moving/low energy and drowsy/sleepy/not alert). Overall, 37% of teachers, 22% of mothers, and 16% of fathers rated the children as significantly elevated on CDS symptoms. Teacher scores were significantly higher than mother scores, whose scores exceeded those of fathers. Agreement on whether a child had CDS was fairmoderate for mothers and fathers but poor for parents and teachers. Findings of more severe CDS teacher than parent ratings are in marked contrast to the opposite pattern found in studies of anxiety, depression, ADHD, oppositional behavior, conduct problems, autism, bullying, and victimization. Children may display fewer behavior problems at school than at home, and parents may be more aware of their child's internal state than teachers. However, teachers may be more aware of the cognitive component of CDS that might interfere with functioning in the classroom more so than at home. Cognitive demands in school may reveal and intensify CDS symptoms. Findings highlight the importance of multi-informant ratings in research and clinical practice. Public Significance StatementCognitive disengagement syndrome (CDS; formerly sluggish cognitive tempo) has two dimensions: cognitive disengagement (blank staring, daydreaming, in a fog) and hypoactivity (underactive, slow moving, lethargic, and drowsy). Teachers rated children with ADHD and autism as having more severe CDS symptoms than did parents (which is the opposite pattern found for behavior problems, anxiety, and depression), highlighting the importance of obtaining multi-informant ratings in research and clinical practice.

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Multi-method examination of cognitive disengagement syndrome and ADHD inattentive symptoms in relation to early adolescents’ academic functioning

Becker,

Martinez,

Wiggs

et al. 2023

Eur Child Adolesc Psychiatry

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Relationship Between Sluggish Cognitive Tempo and Age and IQ in Preschool and School-Age Children and Adolescents with Autism and with ADHD

Cited by 12 publications

References 63 publications

Sluggish cognitive tempo: Association with neuropsychological test scores, motor incoordination, and dysgraphia in elementary school children

Sluggish cognitive tempo: Association with neuropsychological test scores, motor incoordination, and dysgraphia in elementary school children

Agreement between mother, father, and teacher ratings of cognitive disengagement syndrome (sluggish cognitive tempo) in children with autism and children with ADHD.

Multi-method examination of cognitive disengagement syndrome and ADHD inattentive symptoms in relation to early adolescents’ academic functioning

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