Relationship between sluggish cognitive tempo, IQ and academic achievement test scores, and academic impairment in autism, ADHD, and elementary school samples

Mayes, Susan Dickerson; Kallus, Rachel; Bangert, Lauren; Fosco, Whitney D.; Calhoun, Susan L.; Waschbusch, Daniel A.

doi:10.1080/09297049.2021.1970735

Cited by 13 publications

(5 citation statements)

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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: 81%

“…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. Recently, very small correlations (−.01 to −.11) were found between SCT and reading, math, and written expression achievement test scores in clinical and community samples (Mayes et al, 2021d). Taken together, these findings indicate a weak association between SCT and both IQ and achievement test scores, similar to findings for neuropsychological test scores.…”

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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: 81%

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, Calhoun, et al, 2021; Mayes et al, 2020; Mayes, Kallus, et al, 2022; Mayes, Seebeck, & Waschbusch, 2022; Mayes, Waschbusch et al, 2022; Mayes, Waschbusch, et al, 2021, 2022). The PBS CDS items have strong convergent and divergent validity.…”

Section: Methodsmentioning

confidence: 85%

“…In contrast, teachers may be more aware than parents of the cognitive component of CDS that might interfere with functioning in the classroom more so than at home. Indeed, studies show CDS is significantly associated with teacher and parent ratings of academic impairment in community and clinical samples (Becker et al, 2016, 2018; Lee et al, 2014; Mayes, Calhoun, et al, 2021; Mayes, Kallus, et al, 2022; Sáez et al, 2019; Stoppelbein et al, 2020). Further, daylong cognitive demands in school may reveal and intensify CDS symptoms.…”

Section: Discussionmentioning

confidence: 99%

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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“…Regarding the HI presentation of this disorder in children, there is a robust positive correlation between externalizing behavior and strong impulsivity (Barkley et al, 1997). Inattention was a more predictive variable of academic functioning than sluggish cognitive tempo (Mayes et al, 2022). Furthermore, inattention is associated with emotional problems (Han et al, 2020).…”

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confidence: 99%

Childhood School Performance in Adults Diagnosed with Attention-Deficit/Hyperactivity Disorder

et al. 2022

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Objective: Children with ADHD often tend to underperform in school. This partial study aimed to find out if the school experience of adults with higher ADHD symptomatology differs from those with lower and no ADHD symptomatology. Method: Based on the results of ASRS questionnaires, the respondents were divided into three groups (low, medium, and high) according to the manifested ADHD symptomatology. We explored their school experiences by looking at their grades for behavior at school, notes regarding their attendance, school expulsion, and other school experiences. Results: Children with higher ADHD symptomatology were significantly more likely to be expelled, receive notes for bad behavior, disturbing or forgetting as well as receive reprimands from teachers. Conclusion: Our results show that children with increased ADHD symptomatology experience more difficulties with school behavior, they are frequently reprimanded, and they do receive more negative feedback regarding their attendance and tardiness from teachers.

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Relationship between sluggish cognitive tempo, IQ and academic achievement test scores, and academic impairment in autism, ADHD, and elementary school samples

Cited by 13 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.

Childhood School Performance in Adults Diagnosed with Attention-Deficit/Hyperactivity Disorder

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