ArticleJournal of attention disorders2019
Sluggish Cognitive Tempo Predicts Academic Fluency, Beyond Contributions of Core Academic Skills, Attention, and Motor Speed.
Article in Journal of attention disorders, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Multi-method examination of cognitive disengagement syndrome and ADHD inattentive symptoms in relation to early adolescents' academic functioning.European child & adolescent psychiatry · 2024Article
- Bibliometric Trends and Thematic Areas in Research on Cognitive Disengagement Syndrome in Children: A Comprehensive Review.Research on child and adolescent psychopathology · 2024Review
- Report of a Work Group on Sluggish Cognitive Tempo: Key Research Directions and a Consensus Change in Terminology to Cognitive Disengagement Syndrome.Journal of the American Academy of Child and Adolescent Psychiatry · 2023Article
- Academic functioning in children with and without sluggish cognitive tempo.Journal of school psychology · 2022Article
- The contribution of sluggish cognitive tempo to processing speed in survivors of pediatric brain tumors.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2021Article
- Sluggish cognitive tempo and processing speed in adolescents with ADHD: do findings vary based on informant and task?European child & adolescent psychiatry · 2020Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
objectiveSluggish Cognitive Tempo (SCT) is a distinct behavioral phenotype characterized by such symptoms as being slow to complete tasks, appearing drowsy or sleepy, and lacking initiative. Subcomponents of SCT appear differentially associated with inattention symptoms and child outcomes. Much of the work in this area has examined associations between SCT symptoms and ratings of behavior; few studies have examined associations with child performance.
methodWe examined associations between SCT and timed reading and math skills in 247 referred youth (
resultsSCT consistently predicted timed academic fluency, after controlling for other component skills, for both reading (SCT Δ
conclusionResults provide initial evidence for the unique association of SCT with timed academic performance. Understanding associations of SCT with actual child performance may allow for greater specificity in targeting interventions to address speed of performance.
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Registered trials
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