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01-01-2014 | Uitgave 1/2014

Journal of Abnormal Child Psychology 1/2014

The Relationship Between Sluggish Cognitive Tempo and Impairment in Children With and Without ADHD

Journal of Abnormal Child Psychology > Uitgave 1/2014
Yuko Watabe, Julie Sarno Owens, Steven W. Evans, Nicole Evangelista Brandt
Belangrijke opmerkingen
Some of datasets used in this study were obtained with support to the second author from the Ohio Department of Mental Health (ODMH) Office of Program Evaluation and Research (Grant #04.1203 and Grant #05.1203), the ODMH Residency and Training Program (Grant #s OU-05-26 & OUSP 06-12), the Health Resources and Services Administration’s Quentin Burdick Program for Rural Interdisciplinary Training (D36HP03160), the Logan-Hocking School District, and the Ohio Department of Youth Services via the Hocking County Juvenile Court. Support for a portion of this study was provided to the third author from the National Institute of Mental Health (R01 MH082864)Support for a portion of this study was provided to the fourth author via an Ohio University Student Enhancement Award


This study examined impairment in multiple domains of functioning in children with and without ADHD who present with high or low levels of sluggish cognitive tempo (SCT) while taking into account the total symptom ratings of ADHD. Participants were 584 children in kindergarten through eighth grade (55.7 % male, 91.7 % Caucasian), drawn from five archival datasets. Two, 2 (SCT groups: high and low) x 3 (ADHD Status: ADHD-I, ADHD-C, and non-ADHD) MANCOVAs were conducted with the total ADHD symptom ratings and child age as covariates. One MANCOVA was conducted on scores on the teacher Impairment Rating Scale (IRS; Fabiano et al. Journal of Clinical Child and Adolescent Psychology 35:369–385, 2006) and the other on the 6 scores on the parent IRS. The results indicated that the presence of SCT symptoms was associated with greater functional impairment at home according to parent report while it was associated with less functional impairment at school according to teacher report. Thus, the relationship between SCT symptoms and impairment differs depending on the informant and the context in which impairment is evaluated.

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