Honing in on the social difficulties associated with sluggish cognitive tempo in children: withdrawal, peer ignoring, and low engagement
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Sluggish cognitive tempo (SCT) symptoms are associated with social difficulties in children, though findings are mixed and many studies have used global measures of social impairment. The present study tested the hypothesis that SCT would be uniquely associated with aspects of social functioning characterized by withdrawal and isolation, whereas attention deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms would be uniquely associated with aspects of social functioning characterized by inappropriate responding in social situations and active peer exclusion. Participants were 158 children (70% boys) between 7-12 years of age being evaluated for possible ADHD. Both parents and teachers completed measures of SCT, ADHD, ODD, and internalizing (anxiety/depression) symptoms. Parents also completed ratings of social engagement and self-control. Teachers also completed measures assessing asociality and exclusion, as well as peer ignoring and dislike. In regression analyses controlling for demographic characteristics and other psychopathology symptoms, parent-reported SCT symptoms were significantly associated with lower social engagement (e.g., starting conversations, joining activities). Teacher-reported SCT symptoms were significantly associated with greater asociality/withdrawal and ratings of more frequent ignoring by peers, as well as greater exclusion. ODD symptoms and ADHD hyperactive-impulsive symptoms were more consistently associated with other aspects of social behavior, including peer exclusion, being disliked by peers, and poorer self-control during social situations. Findings provide the clearest evidence to date that the social difficulties associated with SCT are primarily due to withdrawal, isolation, and low initiative in social situations. Social skills training interventions may be effective for children displaying elevated SCT symptomatology.
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SCT has been linked to distinct correlates in both social situations (e.g., withdrawal) and academic situations (e.g., low motivation).
“This is an important consideration for SCT specifically, which has been linked to distinct correlates in both social situations (e.g., withdrawal; Becker, Garner, Tamm, Antonini, & Epstein, 2019; Willcutt et al., 2014) and academic situations (e.g., low motivation; Smith, Breaux, Green, & Langberg, 2019).”
From Physiological Correlates of Sluggish Cognitive Tempo in Children: Examining Autonomic Nervous System Reactivity During Social and Cognitive Stressor Tasks (2020) · cites this paper as Becker, Garner, Tamm, Antonini, & Epstein, 2019
One recent study suggests SCT is specifically associated with math and reading fluency even after covarying untimed reading and math achievement.
“One recent study suggests that SCT is specifically associated with math and reading fluency even after covarying untimed reading and math achievement,138”
From Report of a Work Group on Sluggish Cognitive Tempo: Key Research Directions and a Consensus Change in Terminology to Cognitive Disengagement Syndrome (2023) · cites this paper as [138]
The Results (Correlation Analyses and Regression Analyses; pages unavailable) examine SCT in relation to social engagement, asociality, and peer status, not reading or math fluency. A search for untimed reading and math achievement found no passage addressing those outcomes or the claimed adjustment. (LLM, conf=0.76)
Experimental — accuracy not yet measuredAssociations between SCT and standardized measures of reading, mathematics, or writing achievement are variable, especially after covarying IQ and/or inattention.
“Associations between SCT and standardized measures of reading, mathematics, or writing achievement are variable, especially after covarying IQ and/or inattention.80,82,134,137–143”
From Report of a Work Group on Sluggish Cognitive Tempo: Key Research Directions and a Consensus Change in Terminology to Cognitive Disengagement Syndrome (2023) · cites this paper as [138]
The Methods (Measures) and Results (Regression Analyses; page unavailable) address SCT, inattention, and social functioning, not standardized reading, mathematics, or writing achievement. Searches for those achievement measures and for analyses covarying IQ or inattention found no passage addressing the claimed variability in academic-achievement associations. (LLM, conf=0.76)
Experimental — accuracy not yet measuredRumination is a model example of a potential transdiagnostic mechanism predicting depression, anxiety, alcohol abuse, disordered eating, and self-harm.
“Rumination has been identified as a model example of a potential transdiagnostic mechanism that predicts not only depression but also anxiety, alcohol abuse, disordered eating, and self-harm behaviors [58].”
From Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology (2019) · cites this paper as [58]
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- Authors
- Becker, S. P., Garner, A. A., Tamm, L., Antonini, T. N., & Epstein, J. N.
- Affiliations
- Cincinnati Children's Hospital Medical Center (US)
- Saint Louis University (US)
- Memorial Hermann Institute for Rehabilitation and Research Foundation (US)
- Corresponding author
- Becker, Stephen P.
- Venue
- Journal of Clinical Child & Adolescent Psychology
- Publisher
- Informa UK Limited
- Published
- 2017-03-13
- Volume
- 48
- Issue
- 2
- Pages
- 228-237
- ISSN
- 1537-4416 (ISSN-L)
- 1537-4424
- PMC
- PMC6047915
- OpenAlex
- W2596933757
- Semantic Scholar
- b44b2417276baf5507891be99a2a8e9fcd33d1ac
- Cited by
- 78
- References
- 54
- Citations by year
- 2026: 8 · 2025: 6 · 2024: 9 · 2023: 7 · 2022: 7 · 2021: 8 · 2020: 8 · 2019: 10 · 2018: 12 · 2017: 3
- FWCI
- 7.42
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Clinical Child & Adolescent Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (K23MH108603)
- Ohio Department of Mental Health (ODMH#12.1281)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- sluggish cognitive tempo, social difficulties, children, social withdrawal, peer exclusion, social engagement, self-control, attention deficit hyperactivity disorder, oppositional defiant disorder, internalizing problems, social skills training
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Cognition Disorders, Female, Humans, Male, Peer Group, Social Behavior, Substance Withdrawal Syndrome, Attention Deficit and Disruptive Behavior Disorders
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