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27-04-2018 | Uitgave 1/2019

Journal of Abnormal Child Psychology 1/2019

Advancing the Multi-Informant Assessment of Sluggish Cognitive Tempo: Child Self-Report in Relation to Parent and Teacher Ratings of SCT and Impairment

Journal of Abnormal Child Psychology > Uitgave 1/2019
Belén Sáez, Mateu Servera, G. Leonard Burns, Stephen P. Becker
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s10802-018-0436-4) contains supplementary material, which is available to authorized users.


Despite increasing interest in sluggish cognitive tempo (SCT) in children and advancements in its measurement, little research has examined child self-reported SCT. Child self-report of SCT is important for the multi-informant assessment of SCT. The current study used a large, school-based sample of children and a multi-informant design to examine child self-reported SCT using the Child Concentration Inventory – Version 2 (CCI-2) which was recently revised based on meta-analytic findings and parallels the item content of validated parent and teacher rating scales. The study involved 2142 unique children (ages 8–13 years, 50.51% males). Children (n = 1980) completed measures of SCT, loneliness, and preference for solitude. Mothers (n = 1648), fathers (n = 1358), and teachers (n = 1773) completed measures of SCT, attention-deficit/hyperactivity disorder-IN (ADHD-IN), academic impairment, social impairment, and conflicted shyness. Children’s self-reported SCT demonstrated good reliability with the 15 SCT symptoms showing moderate to strong loadings on the SCT factor. The child self-report SCT factor also showed moderate convergent validity with mother, father, and teacher ratings of children’s SCT. In addition, higher child-reported SCT predicted greater mother, father, and teacher ratings of children’s academic impairment even after controlling for mother, father, and teacher ratings of children’s SCT and ADHD-IN. Higher child-rated SCT also predicted greater mother ratings of children’s social impairment after controlling for mother ratings of children’s SCT and ADHD-IN. The present study provides initial empirical support for the reliability and validity of child-reported SCT as part of the multi-informant assessment of SCT. A key direction for future research includes evaluating the unique contributions of different informants and their utility within specific contexts to guide evidence-based recommendations for assessing SCT.

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Table S1 (DOCX 13 kb)
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