Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

01-01-2014

Social and Academic Impairment in Youth with ADHD, Predominately Inattentive Type and Sluggish Cognitive Tempo

Auteurs: Stephen A. Marshall, Steven W. Evans, Ricardo B. Eiraldi, Stephen P. Becker, Thomas J. Power

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 1/2014

Abstract

Sluggish cognitive tempo (SCT) was originally identified as a construct that characterized the inattention problems of some children with attention deficit disorder (ADD). Research has indicated that using SCT symptoms to identify a subset of youth with attention-deficit/hyperactivity disorder, predominately inattentive type (ADHD-IT) may elucidate distinct patterns of impairment and thereby improve the external validity of ADHD subtypes. The objective of the current study was to investigate whether youth with clinically-assessed ADHD-IT and high levels of SCT exhibit unique social and academic impairments. In a clinic-referred sample of youth (N = 209; 23 % female) aged 6 to 17 years, participants who met criteria for three different groups were identified: ADHD, Combined Type (ADHD-CT; n = 80), ADHD-IT with low SCT symptoms (n = 74), and ADHD-IT with high SCT symptoms (n = 55). These groups were compared on indicators of social and academic functioning while considering the effects of co-occurring internalizing and disruptive behavior disorders. Youth with ADHD-IT high in SCT exhibited uniquely elevated withdrawal, as well as low leadership and low peer-directed relational and overt aggression, which were not accounted for by co-occurring disorders. This high-SCT group was also the only group to have more homework problems than the ADHD-CT group, but only when other disruptive behavior disorders were absent. The distinctiveness of the high-SCT group, which was primarily evident in social as opposed to academic functioning, provides partial support for the external validity and clinical utility of SCT.

vorige artikel A Twin Study of the Relationships among Inattention, Hyperactivity/Impulsivity and Sluggish Cognitive Tempo Problems

volgende artikel The Association Between Sluggish Cognitive Tempo and Academic Functioning in Youth with Attention-Deficit/Hyperactivity Disorder (ADHD)

Results were unchanged when participants not meeting the DSM-IV age of onset criterion were removed from the analyses.

The method used to identify high-SCT would have classified 25 % of the ADHD-CT group as also having high SCT. Using comparable methods, other studies have found similar rates of high-SCT within ADHD-CT groups, ranging from 8 % to 22 % (Carlson and Mann 2002; Hinshaw et al. 2002). The initial size of this subgroup was too small (n = 20) to treat separately in the analyses. It is noteworthy that we re-ran all omnibus and pairwise criterion tests excluding these 20 cases, and significance determinations for all results did not change. In addition, only 9 (11 %) of the 85 cases failing to meet ADHD diagnostic criteria would have met criteria for high SCT. Finally, it should be noted that the forgetful item used here and in other SCT studies (e.g., Harrington and Waldman 2010; Hinshaw et al. 2002) is part of the DSM-IV list of inattention symptoms. However, it appears justified to use the forgetful item to represent SCT because it was identified as an SCT symptom prior to being added to the DSM-IV definition of ADHD (APA 1991; Lahey et al. 1988). Further, after the DSM-IV was published, studies continued to find that the forgetful item loaded on a distinct SCT factor (e.g., McBurnett et al. 2001) or to cross-load with SCT and DSM-IV inattention factors (e.g., Jacobson et al. 2012). Nevertheless, we tested the impact of using the forgetful item in the current sample. When using criteria based only on the sluggish/drowsy and daydreams items (i.e., requiring at least 1 of these 2 SCT items), 68 (53 %) of youth in the ADHD-IT group met criteria for HSCT. When using the full criteria in this study based on the sluggish/drowsy, daydreams, and forgetful items (i.e., requiring at least 2 of these 3 SCT items), 55 (43 %) of the ADHD-IT group met criteria for HSCT. Therefore, using the forgetful item had a small, conservative effect on the size of the HSCT group.

Achenbach, T. M. (1991). Manual for the child behavior checklist/4–18, and 1991 profile. Burlington: University of Vermont Department of Psychiatry.

American Academy of Pediatrics. (2011). ADHD: Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 128(5), 1–16. doi:10.1542/peds.2011-2654.CrossRef

American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders (3rd ed.). Washington: Author.

American Psychiatric Association. (1991). DSM-IV options book: Work in progress. Washington: Author.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington: Author.

American Psychiatric Association (2012). Proposed revisions: Attention deficit/hyperactivity disorder. Retrieved from http://www.dsm5.org/ProposedRevision/Pages/proposedrevision.aspx?rid=383#.

Anesko, K. M., Schoiock, G., Ramírez, R., & Levine, F. M. (1987). The homework problems checklist: assessing children’s homework difficulties. Behavioral Assessment, 9, 179–185.

Antshel, K. M., & Remer, R. (2003). Social skills training in children with attention-deficit hyperactivity disorder: a randomized-controlled clinical trial. Journal of Clinical Child and Adolescent Psychology, 32(1), 153–165.PubMed

Barkley, R. A. (2012). Distinguishing sluggish cognitive tempo from attention-deficit/hyperactivity disorder in adults. Journal of Abnormal Psychology, 121, 978–990. doi:10.1037/a0023961.PubMedCrossRef

Barkley, R. A., DuPaul, G. J., & McMurray, M. B. (1990). Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria. Journal of Consulting and Clinical Psychology, 58, 775–789.PubMedCrossRef

Barkley, R. A., DuPaul, G. J., & McMurray, M. B. (1991). Attention deficit disorder with and without hyperactivity: clinical response to three dose levels of methylphenidate. Pediatrics, 87, 519–531.PubMed

Barkley, R. A., Murphy, K. R., & Fischer, M. (2008). ADHD in adults: What the science says. New York: Guildford Press.

Bauermeister, J. J., Barkley, R. A., Bauermeister, J. A., Martínez, J. V., & McBurnett, K. (2012). Validity of the sluggish cognitive tempo, inattention, and hyperactivity symptom dimensions: neuropsychological and psychosocial correlates. Journal of Abnormal Child Psychology, 40, 683–697. doi:10.1007/s10802-011-9602-7.PubMedCrossRef

Becker, S. P., & Langberg, J. M. (2012, March 21). Sluggish cognitive tempo among young adolescents with ADHD: relations to mental health, academic, and social functioning. Journal of Attention Disorders. Advance online publication. doi:10.1177/1087054711435411.

Becker, S. P., Luebbe, A. M., & Langberg, J. M. (2012). Co-occurring mental health problems and peer functioning among youth with attention-deficit/hyperactivity disorder: a review and recommendations for future research. Clinical Child and Family Psychology Review, 15, 279–302. doi:10.1007/s10567-012-0122-y.PubMedCrossRef

Becker, S. P., Luebbe, A. M., Fite, P. J., Stoppelbein, L., Greening, L. (2013). Sluggish cognitive tempo in psychiatrically hospitalized children: factor structure and relations to internalizing symptoms, social problems, and observed behavioral dysregulation. Journal of Abnormal Child Psychology. Advance online publication. doi:10.1007/s10802-013-9719-y.

Bennett, A. E., Power, T. J., Eiraldi, R. B., Leff, S. S., & Blum, N. J. (2009). Identifying learning problems in children evaluated for ADHD: the academic performance questionnaire. Pediatrics, 124(4), e633–e639. doi:10.1542/peds.2009-0143.PubMedCentralPubMedCrossRef

Booster, G. D., DuPaul, G. J., Eiraldi, R., & Power, T. J. (2012). Functional impairments in children with ADHD: unique effects of age and comorbid status. Journal of Attention Disorders, 16(3), 179–189.PubMedCrossRef

Capdevila-Brophy, C., Artigas-Pallarés, J., Navarro-Pastor, J. B., García-Nonell, K., Rigua-Ratera, E., Obiols, J. E. (2012, May 31). ADHD predominately inattentive subtype with high sluggish cognitive tempo: a new clinical entity? Journal of Attention Disorders. Advance online publication. doi:10.1177/1087054712445483.

Carlson, C. L., & Mann, M. (2002). Sluggish cognitive tempo predicts a different pattern of impairment in the attention deficit hyperactivity disorder, predominantly inattentive type. Journal of Clinical Child and Adolescent Psychology, 31, 123–129. doi:10.1207/153744202753441738.PubMed

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Erlbaum.

Crichton, A. (1798). An inquiry into the nature and origin of mental derangement: Comprehending a concise system of the physiology and pathology of the human mind and a history of the passions and their effects. In T. Cadell, Jr., and W. Davies (Eds.), London. (Reprinted by AMS Press, New York, 1976.)

Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Development, 67, 2317–2327.PubMedCrossRef

Drabick, D. A. G., Gadow, K. D., & Sprafkin, J. (2006). Co-occurrence of conduct disorder and depression in a clinic-based sample of boys with ADHD. Journal of Child Psychology and Psychiatry, 47, 766–774.PubMedCrossRef

DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). New York: Guilford Press.

Evans, S. W., Schultz, B. K., DeMars, C. E., & Davis, H. (2011). Effectiveness of the challenging horizons after-school program for young adolescents with ADHD. Behavior Therapy, 42, 462–474.PubMedCentralPubMedCrossRef

Frick, P. J., Lahey, B. B., Applegate, B., Kerdyck, L., Ollendick, T., Hynd, G. W., . . . Waldman, I. (1994). DSM-IV field trials for the disruptive behavior disorders: symptom utility estimates. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 529–539.

Greene, R. W., Biederman, J., Faraone, S. V., Ouellette, C. A., Penn, C., & Griffin, S. M. (1996). Toward a new psychometric definition of social disability in children with attention-deficit hyperactivity disorder. Journal of the American Academy of Child Psychiatry, 35(5), 571–578.CrossRef

Harrington, K. M., & Waldman, I. D. (2010). Evaluating the utility of sluggish cognitive tempo in discriminating among DSM-IV ADHD subtypes. Journal of Abnormal Child Psychology, 38, 173–184. doi:10.1007/s10802-009-9355-8.PubMedCrossRef

Hartman, C. A., Willcutt, E. G., Rhee, S. H., & Pennington, B. F. (2004). The relation between sluggish cognitive tempo and DSM-IV ADHD. Journal of Abnormal Child Psychology, 32, 491–503. doi:10.1023/B:JACP.0000037779.85211.29.PubMedCrossRef

Hinshaw, S. P., Carte, E. T., Sami, N., Treuting, J. J., & Zupan, B. A. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: II. Neuropsychological performance in relation to subtypes and individual classification. Journal of Consulting and Clinical Psychology, 70, 1099–1111.PubMedCrossRef

Hollingshead, A. B. (1975). Four factor index of social status. New Haven: Yale University.

Hoza, B., Mrug, S., Gerdes, A. C., Hinshaw, S. P., Bukowski, W. M., Gold, J. A., . . . Arnold, L. E. (2005). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73(3), 411–423. doi:10.1037/0022-006X.73.3.411.

Jacobson, L. A., Murphy-Bowman, S. C., Pritchard, A. E., Tart-Zelvin, A., Zabel, T. A., & Mahone, E. M. (2012). Factor structure of a sluggish cognitive tempo scale in clinically-referred children. Journal of Abnormal Child Psychology, 40, 1327–1337. doi:10.1007/s10802-012-9643-6.PubMedCrossRef

Lahey, B. B., & Willcutt, E. G. (2010). Predictive validity of a continuous alternative to nominal subtypes of attention-deficit/hyperactivity disorder for DSM-V. Journal of Clinical Child and Adolescent Psychology, 39(6), 761–775. doi:10.1080/15374416.2010.517173.PubMedCentralPubMedCrossRef

Lahey, B. B., Schaughency, E. A., Frame, C. L., & Strauss, C. C. (1985). Teacher ratings of attention problems in children experimentally classified as exhibiting attention deficit disorder with and without hyperactivity. Journal of the American Academy of Child Psychiatry, 24(5), 613–616.PubMedCrossRef

Lahey, B. B., Pelham, W. E., Schaughency, E. A., Atkins, M. S., Murphy, H. A., Hynd, G., . . . Lorys-Vernon, A. (1988). Dimensions and types of attention deficit disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 27(3), 330–335.

McBurnett, K., Pfiffner, L. J., & Frick, P. J. (2001). Symptom properties as a function of ADHD type: an argument for continued study of sluggish cognitive tempo. Journal of Abnormal Child Psychology, 29, 207–213. doi:10.1023/A:1010377530749.PubMedCrossRef

Mercugliano, M., Power, T. J., & Blum, N. J. (1999). The clinician’s practical guide to attention-deficit/hyperactivity disorder. Baltimore: Paul H. Brooks Publishing Co.

Mikami, A. Y., Huang-Pollock, C. L., Pfiffner, L. J., McBurnett, K., & Hangai, D. (2007). Social skills differences among attention-deficit/hyperactivity disorder types in a chat room assessment task. Journal of Abnormal Child Psychology, 35, 509–521. doi:10.1007/s10802-007-9108-5.PubMedCrossRef

Milich, R., Balentine, A. C., & Lynam, D. R. (2001). ADHD combined type and ADHD predominantly inattentive type are distinct and unrelated disorders. Clinical Psychology: Science and Practice, 8, 463–488. doi:10.1093/clipsy.8.4.463.

Neeper, R., & Lahey, B. B. (1986). The children’s behavior rating scale: a factor analytic developmental study. School Psychology Review, 15(2), 277–288.

Ostrander, R., Crystal, D. S., & August, G. (2006). Attention deficit-hyperactivity disorder, depression, and self- and other- assessments of social competence: a developmental study. Journal of Abnormal Child Psychology, 34, 773–787.PubMedCrossRef

Palmer, E. D., & Finger, S. (2001). An early description of ADHD (inattentive subtype): Dr. Alexander Crichton and “Mental Restlessness” (1798). Child Psychology & Psychiatry Review, 6, 66–73.CrossRef

Penny, A. M., Waschbusch, D. A., Klein, R. M., Corkum, P., & Eskes, G. (2009). Developing a measure of sluggish cognitive tempo for children: content validity, factor structure, and reliability. Psychological Assessment, 21, 380–389. doi:10.1037/a0016600.PubMedCrossRef

Pfiffner, L. J., Mikami, A. Y., Huang-Pollock, C., Easterlin, B., Zalecki, C., & McBurnett, K. (2007). A randomized, controlled trial of integrated home-school behavioral treatment for ADHD, predominately inattentive type. Journal of the American Academy of Child and Adolescent Psychiatry, 46(8), 1041–1050. doi:10.1097/chi.0b013e318064675f.PubMedCrossRef

Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J., . . . Jawad, A. F. (2012). A family-school intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 80(4), 611–613. doi:10.1037/a0028188.

Reich, W. (2000). Diagnostic interview for children and adolescents (DICA). Journal of the American Academy of Child and Adolescent Psychiatry, 39, 59–66.PubMedCrossRef

Reich, W., Leacock, N., & Shanfeld, K. (1995). Diagnostic interview for children and adolescents—revised: DSM-IV version. St. Louis: Washington University.

Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children. Circle Pines: American Guidance Service.

Sattler, J. (2001). Assessment of children: Cognitive applications. San Diego: Jerome Sattler Publisher, Inc.

Smallwood, J., Fishman, D., & Schooler, J. (2007). Counting the cost of an absent mind: mind wandering as an unrecognized influence on educational performance. Psychonomic Bulletin & Review, 14(2), 230–236.CrossRef

Wåhlstedt, C., & Bohlin, G. (2010). DSM-IV-defined inattention and sluggish cognitive tempo: independent and interactive relations to neuropsychological factors and comorbidity. Child Neuropsychology, 16, 350–365. doi:10.1080/09297041003671176.PubMedCrossRef

Wechsler, D. (1991). Wechsler intelligence scale for children (WISC-III) (3rd ed.). San Antonio: The Psychological Corporation.

Wechsler, D. (1999). Wechsler abbreviated scale of intelligence (WASI). San Antonio: The Psychological Corporation.

Wechsler, D. (2002). Wechsler individual achievement test (WIAT-II) (2nd ed.). San Antonio: The Psychological Corporation.

Wechsler, D. (2003). Wechsler intelligence scale for children (WISC-IV) (4th ed.). San Antonio: The Psychological Corporation.

Wheeler, J., & Carlson, C. L. (1994). The social functioning of children with ADD with hyperactivity and ADD without hyperactivity: a comparison of their peer relations and social deficits. Journal of Emotional and Behavioral Disorders, 2, 2–12.CrossRef

Willcutt, E. G., Nigg, J. T., Pennington, B. F., Solanto, M. V., Rohde, L. A., Tannock, R., . . . Lahey, B. B. (2012). Validity of DSM-IV attention-deficit/hyperactivity disorder symptom dimensions and subtypes. Journal of Abnormal Psychology, 121, 991–1010. doi:10.1037/a0027347.

Titel: Social and Academic Impairment in Youth with ADHD, Predominately Inattentive Type and Sluggish Cognitive Tempo
Auteurs: Stephen A. Marshall
Steven W. Evans
Ricardo B. Eiraldi
Stephen P. Becker
Thomas J. Power
Publicatiedatum: 01-01-2014
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 1/2014
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-013-9758-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 1/2014

Linking Peer Victimization to the Development of Depressive Self-Schemas in Children and Adolescents

Sluggish Cognitive Tempo (Concentration Deficit Disorder?): Current Status, Future Directions, and a Plea to Change the Name

Validity of the Sluggish Cognitive Tempo Symptom Dimension in Children: Sluggish Cognitive Tempo and ADHD-Inattention as Distinct Symptom Dimensions

The Association Between Sluggish Cognitive Tempo and Academic Functioning in Youth with Attention-Deficit/Hyperactivity Disorder (ADHD)

Sluggish Cognitive Tempo in Abnormal Child Psychology: An Historical Overview and Introduction to the Special Section

Associations Between Maternal Mental Health and Child Emotional and Behavioral Problems: Does Prenatal Mental Health Matter?