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Academic functioning in children with and without sluggish cognitive tempo.

Stephen P Becker1, Jeffery N Epstein1, G Leonard Burns2

  • 1Division 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.

Journal of School Psychology
|November 12, 2022
PubMed
Summary

Children with sluggish cognitive tempo (SCT) show significant academic difficulties, including lower grades and achievement scores. Early assessment and intervention for SCT are crucial for improving students' academic success.

Keywords:
ADHDAchievementCognitive disengagement syndromeSluggish cognitive tempo

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Neurodevelopmental Disorders

Background:

  • Sluggish cognitive tempo (SCT) is recognized as a transdiagnostic symptom cluster linked to functional impairments.
  • The specific impact of SCT on academic functioning in children requires further comprehensive investigation.

Purpose of the Study:

  • To comprehensively examine academic functioning in children with and without clinically elevated SCT symptoms.
  • To utilize a multi-informant, multi-method approach for a thorough assessment.

Main Methods:

  • Recruited 207 children (Grades 2-5) with and without elevated teacher-reported SCT symptoms.
  • Employed a multi-informant, multi-method design including standardized achievement tests, curriculum-based measures (CBM), grades, observations, and rating scales.
  • Controlled for family income, medication use, and ADHD inattentive symptoms.

Main Results:

  • Children with elevated SCT exhibited poorer academic functioning across most domains.
  • Significantly lower grade point average, standardized achievement scores, CBM performance, and homework/organizational skills were observed in the SCT group.
  • Teacher-reported academic skills and enablers were also significantly lower for children with SCT, though time on task and interpersonal skills did not differ.

Conclusions:

  • Clinically elevated SCT symptoms are associated with widespread academic difficulties in school-aged children.
  • Findings underscore the importance of assessing and addressing SCT to enhance academic outcomes.
  • Targeting SCT may be a key strategy for improving educational attainment.