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对认知速度迟缓及注意缺陷多动障碍-注意力不集中症状维度的外部相关因素进行的横断面和纵向调查。

A cross-sectional and longitudinal investigation of the external correlates of sluggish cognitive tempo and ADHD-inattention symptoms dimensions.

作者信息

Bernad Maria del Mar, Servera Mateu, Grases Gloria, Collado Susana, Burns G Leonard

机构信息

University of the Balearic Islands & Research Institute on Health Sciences (IUNICS), Palma de Mallorca, Spain.

出版信息

J Abnorm Child Psychol. 2014 Oct;42(7):1225-36. doi: 10.1007/s10802-014-9866-9.

DOI:10.1007/s10802-014-9866-9
PMID:24671731
Abstract

The objective was to determine if the external correlates of sluggish cognitive tempo (SCT) and ADHD-inattention (IN) dimensions were the same in cross-sectional and longitudinal analyses. Teachers and aides rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), and depression along with academic impairment in 758 Spanish children (55 % boys) on three occasions (twice at the end of the first grade year [6-week separation] and then again 12-months later at the end of the second grade year). Three of eight SCT symptoms showed substantial loadings on the SCT factor and substantially higher loadings on the SCT factor than the ADHD-IN factor for teachers and aides at each assessment (seems drowsy, thinking is slow, and slow moving). Cross-sectional and longitudinal analyses yielded similar results with SCT and ADHD-IN factors having different and unique external correlates (higher scores on SCT predicted lower scores on ADHD-HI and ODD while higher scores on ADHD-IN predicted higher scores on ADHD-HI and ODD with SCT and ADHD-IN both uniquely predicting academic impairment and depression). Developmental and methodological reasons are discussed for the failure to find an inconsistent alertness SCT factor (daydreams, alertness fluctuates, absent-minded, loses train of though, and confused).

摘要

目的是确定在横断面分析和纵向分析中,认知迟缓节奏(SCT)维度与注意力缺陷多动障碍注意力不集中(IN)维度的外部关联是否相同。教师和助手对758名西班牙儿童(55%为男孩)在三个时间点的SCT、ADHD-IN、ADHD多动/冲动(HI)、对立违抗障碍(ODD)和抑郁以及学业受损情况进行了评分(一年级末两次评分,间隔6周,然后在二年级末12个月后再次评分)。在每次评估中,八项SCT症状中的三项在SCT因子上有显著载荷,且在SCT因子上的载荷显著高于ADHD-IN因子(看起来困倦、思维缓慢、行动迟缓)。横断面分析和纵向分析得出了相似的结果,SCT和ADHD-IN因子具有不同且独特的外部关联(SCT得分越高,ADHD-HI和ODD得分越低;而ADHD-IN得分越高,ADHD-HI和ODD得分越高,SCT和ADHD-IN均能独立预测学业受损和抑郁)。针对未能发现不一致的警觉性SCT因子(白日梦、警觉性波动、心不在焉、思维中断和困惑),讨论了发育和方法学方面的原因。

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Psychiatry Res. 2014 Jun 30;217(1-2):72-8. doi: 10.1016/j.psychres.2014.02.007. Epub 2014 Feb 14.
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Structure and validity of sluggish cognitive tempo using an expanded item pool in children with attention-deficit/hyperactivity disorder.注意缺陷多动障碍患儿使用扩展项目池评估慢性认知疲劳的结构和效度。
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Res Child Adolesc Psychopathol. 2024 Nov;52(11):1649-1661. doi: 10.1007/s10802-024-01226-5. Epub 2024 Jul 5.
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The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study.阅读障碍儿童的迟钝认知速度、内化症状与学业成绩的关系:一项纵向队列研究。
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Systematic Review: Assessment of Sluggish Cognitive Tempo Over the Past Decade.系统综述:过去十年中迟钝认知速度的评估。
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