Optimal items for assessing sluggish cognitive tempo in children across mother, father, and teacher ratings

Sáez, Belén; Servera, Mateu; Becker, Stephen P.; Burns, G. Leonard

doi:10.1080/15374416.2017.1416619

Cited by 89Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyChild and Adolescent Psychosocial and Emotional Development

Optimal items for assessing sluggish cognitive tempo in children across mother, father, and teacher ratings

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Sáez, Belén, Servera, Mateu, Becker, Stephen P., Burns, G. Leonard·2019·Journal of Clinical Child & Adolescent Psychology

DOI 10.1080/15374416.2017.1416619PMC PMC6599489

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Abstract

A recent meta-analysis identified optimal items for assessing sluggish cognitive tempo (SCT) as distinct from attention deficit/hyperactivity disorder inattention (ADHD-IN), and a preliminary study with teacher ratings of children in the United States found strong support for the convergent and discriminant validity of 15 SCT items. The current study evaluated whether the same 15 SCT items demonstrated convergent and discriminant validity from ADHD-IN in a large, community-based sample of children in Spain, and whether validity results were replicated across mother, father, and teacher ratings. Mothers, fathers, and teachers completed measures of SCT, ADHD-IN, ADHD-hyperactivity/impulsivity, oppositional defiant disorder, limited prosocial emotions, anxiety, depression, shyness, peer rejection, social impairment, and academic impairment on 2,142 Spanish children (49.49% girls; ages 8–13). The 15 SCT symptoms demonstrated convergent validity along with discriminant validity with ADHD-IN across all three informants. The SCT symptom ratings also showed measurement invariance across the informants. In addition, SCT and ADHD-IN factors had different and unique associations with the other symptom and impairment factors. The 15 SCT symptoms identified in this study—consistent across mother, father, and teacher ratings—appear appropriate to serve as a standard symptom set for assessing SCT in children. Use of a common set of symptoms in future studies will advance our understanding of the SCT construct, including its etiology and developmental progression, associations with ADHD and other psychopathologies, links to impairment, and implications for clinical intervention.

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Associations 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 [139]
The Results (Unique Relationships of SCT and ADHD-IN with Other Symptom and Impairment Factors; page unavailable) report that SCT remained associated with academic impairment after controlling for inattention in mother and teacher ratings, but not father ratings. The Methods (Measures; page unavailable) describe ratings of reading, arithmetic, and writing skills—not standardized achievement tests. The paper does not report the claimed associations with standardized achievement measures or analyses covarying IQ. (LLM, conf=0.84)
Experimental — accuracy not yet measured
SCT is associated with conflicted shyness.
“conflicted shyness (Sáez, Servera, Becker, & Burns, 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 Sáez, Servera, Becker, & Burns, 2019
The optimal cutoff for ADHD decreases across development because ADHD symptoms decline.
“this would be in direct contrast to ADHD for which the optimal cutoff actually decreases given the decline in ADHD symptoms across development (particularly hyperactive-impulsive symptoms) [32-34].”
From Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology (2019) · cites this paper as [32]

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“…at least some items (e.g., lacks initiative, effort on tasks fades quickly) that are not optimal for assessing SCT, at least as distinct from ADHD-IN, which has made it difficult to draw conclusions from the emerging findings (Becker & Langberg, 2014; Smith & Langberg, 2017; Tamm et al., 2016).”
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Retracted
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Self-citation

Authors: Sáez, B., Servera, M., Becker, S. P., & Burns, G. L.
Affiliations: Universitat de les Illes Balears (ES)
Cincinnati Children's Hospital Medical Center (US)
Washington State University (US)
Corresponding author: Servera, Mateu
ORCID: Sáez, Belén
Servera, Mateu
Becker, Stephen P.
Burns, G. Leonard
Venue: Journal of Clinical Child & Adolescent Psychology
Publisher: Informa UK Limited
Published: 2018-02-16
Volume: 48
Issue: 6
Pages: 825-839
ISSN: 1537-4416 (ISSN-L)
1537-4424
DOI: 10.1080/15374416.2017.1416619
PMC: PMC6599489
OpenAlex: W2790475823
Semantic Scholar: 5d475bd1133ef0fd0a46933a0d756cbce8914362
Cited by: 89
References: 56
Citations by year: 2026: 11 · 2025: 9 · 2024: 10 · 2023: 10 · 2022: 11 · 2021: 13 · 2020: 8 · 2019: 7 · 2018: 10
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)
PubMed Central (acceptedVersion)
Funders: Ministry of Economy and Competitiveness of Spanish Government (PSI2014-52605-R)
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords: sluggish cognitive tempo, convergent validity, discriminant validity, measurement invariance, informant agreement, mother ratings, teacher ratings, children, oppositional defiant disorder, limited prosocial emotions, anxiety, depression, shyness, peer rejection, social dysfunction, academic impairment
MeSH terms: School Teachers, Adolescent, Adult, Child, Child, Preschool, Cognition, Fathers, Female, Humans, Male, Mothers, Young Adult

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Optimal items for assessing sluggish cognitive tempo in children across mother, father, and teacher ratings

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