Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.
J Sch Psychol. 2022 Dec;95:105-120. doi: 10.1016/j.jsp.2022.10.001. Epub 2022 Oct 19.
Sluggish cognitive tempo (SCT) is increasingly conceptualized as a transdiagnostic set of symptoms associated with poorer functional outcomes, although the extent to which SCT is associated with academic functioning remains unclear. This study recruited children based on the presence or absence of clinically elevated SCT symptoms, using a multi-informant and multi-method design to provide a comprehensive examination of academic functioning in children with and without clinically elevated SCT symptoms. Participants were 207 children in Grades 2-5 (ages 7-11 years; 63.3% male), including 103 with clinically elevated teacher-reported SCT symptoms and 104 without elevated SCT, closely matched on grade and sex. A multi-informant, multi-method design that included standardized achievement testing, curriculum-based measurement (CBM), grades, classroom and laboratory observations, and parent and teacher rating scales was used. Children with elevated SCT symptoms had poorer academic functioning than their peers across most domains examined. Specifically, compared to children without SCT, children with elevated SCT had significantly lower grade point average (d = 0.42) and standardized achievement scores (ds = 0.40-0.77), poorer CBM performance including lower productivity (ds = 0.39-0.51), poorer homework performance and organizational skills (ds = 0.58-0.85), and lower teacher-reported academic skills (ds = 0.63-0.74) and academic enablers (ds = 0.66-0.74). The groups did not significantly differ on percentage of time on task during classroom observations or academic enabler interpersonal skills. Most effects were robust to control of family income, medication use, and attention-deficit/hyperactivity disorder inattentive symptoms, although effects for motivation and study skills academic enablers were reduced. This study demonstrates that children with clinically elevated SCT symptoms have wide-ranging academic difficulties compared to their peers without SCT. Findings point to the potential importance of assessing and treating SCT to improve academic outcomes.
注意力不持久（Sluggish cognitive tempo，SCT）越来越被视为一组与较差的功能结果相关的跨诊断症状，尽管 SCT 与学业功能的关联程度尚不清楚。本研究采用多信息源和多方法设计，根据是否存在临床显著的 SCT 症状招募儿童，对具有和不具有临床显著 SCT 症状的儿童的学业功能进行全面检查。参与者为 207 名 2-5 年级的儿童（年龄 7-11 岁；63.3%为男性），其中 103 名儿童的教师报告的 SCT 症状具有临床显著，104 名儿童的 SCT 症状不显著，在年级和性别上进行了匹配。采用多信息源、多方法设计，包括标准化成就测试、基于课程的测量（CBM）、成绩、课堂和实验室观察以及家长和教师评定量表。与没有 SCT 的同龄人相比，具有 SCT 症状的儿童在大多数检查的领域中表现出较差的学业功能。具体而言，与没有 SCT 的儿童相比，具有 SCT 的儿童的平均绩点（d=0.42）和标准化成就分数（ds=0.40-0.77）较低，CBM 表现较差，包括较低的生产力（ds=0.39-0.51），较差的家庭作业表现和组织技能（ds=0.58-0.85），以及较低的教师报告的学业技能（ds=0.63-0.74）和学业促进因素（ds=0.66-0.74）。在课堂观察期间的任务时间百分比或学业促进人际技能方面，两组之间没有显著差异。大多数效应在控制家庭收入、药物使用和注意力缺陷/多动障碍注意力不集中症状后仍然稳健，尽管动机和学习技能学业促进因素的效应降低了。本研究表明，与没有 SCT 的同龄人相比，具有临床显著 SCT 症状的儿童存在广泛的学业困难。研究结果表明，评估和治疗 SCT 以改善学业成绩具有重要意义。
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