Department of Psychology, Washington State University, Pullman, WA, 99164-4820, USA.
J Abnorm Child Psychol. 2014 Jan;42(1):7-19. doi: 10.1007/s10802-013-9714-3.
This study examined the validity of the sluggish cognitive tempo (SCT) symptom dimension in children. Ten symptom domains were used to define SCT (i.e., (1) daydreams; (2) attention fluctuates; (3) absent-minded; (4) loses train of thought; (5) easily confused; (6) seems drowsy; (7) thinking is slow; (8) slow-moving; (9) low initiative; and (10) easily bored, needs stimulation). Teacher ratings of 366 children (ages 5 to 13 with 56 % girls) along with parent ratings of 703 children (ages 5 to 13 with 55 % girls) indicated that SCT symptom domains one to eight showed convergent validity (i.e., substantial loadings on the SCT factor) and discriminant validity with the ADHD-IN dimension (i.e., higher loadings on the SCT factor than the ADHD-IN factor). Higher scores on this eight-symptom measure of SCT predicted lower levels of academic and social competence even after controlling for ADHD-IN and ADHD-HI. In addition, higher SCT scores still predicted higher anxiety/depression scores after controlling for ADHD-IN and ADHD-HI. Higher SCT scores also predicted lower ADHD-HI scores after controlling for ADHD-IN and anxiety/depression while higher ADHD-IN and anxiety/depression scores predicted higher ADHD-HI scores after controlling for SCT and anxiety/depression or ADHD-IN. SCT also showed a unique negative relationship with ODD while ADHD-IN and anxiety/depression showed unique positive relationships with ODD. This new measure of the SCT dimension was meaningfully independent from the ADHD-IN and anxiety/depression dimensions and suggests that such an SCT dimension may signify a distinct presentation of ADHD or a different (if highly comorbid) disorder altogether.
本研究考察了迟钝认知节奏（SCT）症状维度在儿童中的有效性。使用十个症状领域来定义 SCT（即：（1）白日梦；（2）注意力波动；（3）心不在焉；（4）思维脱轨；（5）容易困惑；（6）看起来昏昏欲睡；（7）思维缓慢；（8）行动缓慢；（9）主动性低；（10）容易无聊，需要刺激）。教师对 366 名儿童（年龄在 5 至 13 岁之间，其中 56%为女孩）进行了评定，家长对 703 名儿童（年龄在 5 至 13 岁之间，其中 55%为女孩）进行了评定，结果表明 SCT 症状领域一至八具有收敛效度（即：在 SCT 因子上有大量负荷）和与 ADHD-IN 维度的区别效度（即：在 SCT 因子上的负荷高于 ADHD-IN 因子）。该八症状 SCT 测量得分较高预示着学业和社会能力水平较低，即使在控制 ADHD-IN 和 ADHD-HI 后也是如此。此外，在控制 ADHD-IN 和 ADHD-HI 后，SCT 得分较高仍预示着焦虑/抑郁得分较高。在控制 ADHD-IN 和焦虑/抑郁后，SCT 得分较高仍预示着 ADHD-HI 得分较低，而 ADHD-IN 和焦虑/抑郁得分较高则预示着 ADHD-HI 得分较高，在控制 SCT 和焦虑/抑郁或 ADHD-IN 或焦虑/抑郁后也是如此。SCT 与 ODD 呈负相关，而 ADHD-IN 和焦虑/抑郁与 ODD 呈正相关。这种新的 SCT 维度的测量与 ADHD-IN 和焦虑/抑郁维度显著独立，表明这种 SCT 维度可能代表 ADHD 的不同表现或完全不同的（如果高度共病的）障碍。
