Servera Mateu, Bernad Maria Del Mar, Carrillo Jesus M, Collado Susana, Burns G Leonard
a Department of Psychology , University of the Balearic Islands & Research Institute on Health Sciences (IUNICS) ,.
b Department of Personality, Evaluation and Clinical Psychology , Complutense University of Madrid ,.
J Clin Child Adolesc Psychol. 2016 Sep-Oct;45(5):632-641. doi: 10.1080/15374416.2015.1004680. Epub 2015 Mar 9.
The objective was to examine the longitudinal correlates of sluggish cognitive tempo (SCT) and attention deficit/hyperactivity disorder (ADHD)-Inattention (IN) dimensions with mothers' and fathers' ratings of Spanish children. Mothers and fathers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), depression, academic impairment, and social impairment on 3 occasions (twice in first-grade year [6-week separation] and once in the second-grade year [12 months after the first assessment]) in Spanish children (758, 746, and 718 children at the 3 time-points with approximately 55% boys). The results showed that (a) higher levels of SCT from earlier assessments predicted higher levels of depression, academic impairment, and social impairment at Assessment 3 after controlling for ADHD-IN at earlier assessments; (b) higher levels of ADHD-IN from earlier assessments predicted higher levels of depression, academic impairment, and social impairment at Assessment 3 after controlling for SCT at earlier assessments; (c) higher levels of ADHD-IN from earlier assessments predicted higher levels of ADHD-HI and ODD at Assessment 3 after controlling for SCT from earlier assessments; and (d) higher levels of SCT from earlier assessments either showed no unique relationship with ADHD-HI and ODD or predicted lower levels of ADHD-HI and ODD at Assessment 3 after controlling for ADHD-IN from earlier assessments. Initial evidence is provided of SCT's unique longitudinal relationships with depression and academic/social impairment and different longitudinal relationships with ADHD-HI and ODD relative to ADHD-IN, thus adding to a growing body of research underscoring the importance of SCT as distinct from ADHD-IN.
目的是研究西班牙儿童的认知迟缓节奏（SCT）以及注意力缺陷/多动障碍（ADHD）-注意力不集中（IN）维度与父母评分之间的纵向关联。父母对西班牙儿童的SCT、ADHD-IN、ADHD-多动/冲动（HI）、对立违抗障碍（ODD）、抑郁、学业受损和社交受损进行了三次评分（一年级时两次[间隔6周]，二年级时一次[首次评估后12个月]）（三个时间点分别有758名、746名和718名儿童，男孩约占55%）。结果表明：（a）在控制早期评估中的ADHD-IN后，早期评估中较高水平的SCT预示着第三次评估时抑郁、学业受损和社交受损的水平更高；（b）在控制早期评估中的SCT后，早期评估中较高水平的ADHD-IN预示着第三次评估时抑郁、学业受损和社交受损的水平更高；（c）在控制早期评估中的SCT后，早期评估中较高水平的ADHD-IN预示着第三次评估时ADHD-HI和ODD的水平更高；（d）在控制早期评估中的ADHD-IN后，早期评估中较高水平的SCT要么与ADHD-HI和ODD没有独特关系，要么预示着第三次评估时ADHD-HI和ODD的水平较低。首次提供了证据，表明SCT与抑郁和学业/社交受损存在独特的纵向关系，与ADHD-HI和ODD的纵向关系与ADHD-IN不同，从而增加了越来越多强调SCT与ADHD-IN不同的重要性的研究。
