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Parent Versus Teacher Ratings of Sluggish Cognitive Tempo; Implications for Identifying Risk Among Children with ADHD for Poor Academic Achievement.

  • Author(s): Lago, Haley
  • Cordia, Theresa
  • Abdullah, Maryam M.
  • Schuck, Sabrina E.B.
  • et al.
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Creative Commons Attribution 4.0 International Public License
Abstract

Introduction:  

 Sluggish Cognitive Tempo (SCT) is characterized by behaviors associated with pathological inattention, physical under arousal and slowed thinking often seen in children with Attention Deficit/Hyperactivity Disorder (ADHD) (Becker, et al., 2016).

 There is increasing evidence that SCT makes up a separate set of symptom dimensions than any other DSM-5 diagnosis indicating that it leads to its own set of impairments separate from ADHD and all the subtypes (Barkley, 2013).

 Increasing evidence suggests SCT symptoms in children with ADHD are associated with lower academic achievement (Tamm, et al., 2016).

 It has been found that parents and teachers view the relationship between SCT impairments and academic functioning differently, thus examining this further is important (Watabe, et al., 2013).

 Objective: To determine if SCT related impairments are related to children’s ability to complete academic work and succeed in an academic environment.

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Parent Versus Teacher Ratings of Sluggish Cognitive Tempo

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