Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes

Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive ability, PS weakness, and psychosocial outcomes has been indicated in recent literature. The current study sought to explore the relationship between those with higher cognitive ability and a relative difficulty in PS (Weschler VCI > 110 and Weschler VCI - PSI ≥ 15) in parent and teacher reported behaviors, specifically school engagement and services, social relationships, adaptability/resilience, and negative legal outcomes (e.g. substance use). Data were used from a clinically referred sample of 679 children ages 6-17 (11.2 ± 3.2; 37.3% girls) with high cognitive ability that were part of a larger study (Longitudinal Study of Genetic Influences on Cognition (LOGIC)). Results suggest that parents and teachers observe children with a relative PS difficulty to have more struggle with their approach to work. There were particularly strong associations on teacher rating scales. Discussion highlights the importance of teacher input as an indicator of academic struggle in these youth and discuss implications for further research.