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首页> 外文期刊>Journal of child psychology and psychiatry >Do sluggish cognitive tempo symptoms improve with school‐based ADHD interventions? Outcomes and predictors of change
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Do sluggish cognitive tempo symptoms improve with school‐based ADHD interventions? Outcomes and predictors of change

机译：对学校的ADHD干预措施进行缓慢的认知节奏症状改善吗？ 改变的结果和预测因素

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Background Sluggish cognitive tempo (SCT) is a construct that includes symptoms of slowness, excessive daydreaming, and drowsiness. SCT is often comorbid with attention‐deficit/hyperactivity disorder (ADHD), and SCT symptoms are associated with significant academic impairment above the influence of ADHD. Despite the overlap between ADHD and SCT and associated impairments, no studies have evaluated how evidence‐based psychosocial interventions for adolescents with ADHD impact symptoms of SCT. Methods This study examined whether SCT symptoms improved in a sample of 274 young adolescents with ADHD who were randomly assigned to an organizational skills intervention, homework completion intervention, or to a waitlist control. SCT intervention response was evaluated broadly in all participants and, specifically, for participants in the clinical range for SCT symptom severity at baseline. Change in ADHD symptoms of inattention, executive functioning, and motivation were examined as potential predictors of improvement in SCT. Results The two intervention groups were collapsed together for analyses because there were no significant differences in change in SCT symptoms. Multilevel modeling results indicate that parent‐reported SCT symptoms significantly decreased when comparing the intervention group to waitlist control ( d? =?.410). For adolescents with parent‐reported clinical levels of SCT, the decrease in symptoms was more pronounced ( d? =?.517). Self‐reported SCT symptoms produced null results, though effect size calculations showed small improvement for the full sample ( d? =?.313) and for the high‐SCT group ( d? =?.384). Change in behavior regulation executive functioning ( d? =?.247), metacognitive executive functioning ( d? =?.346), and inattention ( d? =?.230) predicted change in parent‐reported SCT symptoms. Conclusions Although not specifically designed to decrease SCT symptoms, the ADHD interventions evaluated in this study resulted in significant improvements in parent‐reported SCT with small to moderate effect sizes. Clinical implications and future directions are discussed, including development of interventions for adolescents with high levels of SCT.
机译：背景技术缓慢认知节奏（SCT）是一种构建体，包括慢化，过度做白日梦和嗜睡的症状。 SCT通常具有关注缺陷/多动障碍（ADHD），并且SCT症状与高于ADHD影响的重要学术障碍有关。尽管ADHD和SCT与SCT和相关损伤之间的重叠，但没有研究评估基于循证的心理社会干预措施对SCT的ADHD影响症状的青少年。方法研究检测到SCT症状是否在274名年轻青少年的样本中有所改善，其中ADHD被随机分配给组织技能干预，家庭作业完成干预或候补人员控制。在所有参与者中广泛评估SCT干预响应，具体地为参与者在基线上进行SCT症状严重程度的临床范围。检查了疾病，执行功能和动机的ADHD症状的变化被认为是SCT改进的潜在预测因子。结果两种干预组倒塌以进行分析，因为SCT症状的变化没有显着差异。多级建模结果表明，当将干预组与签名控制进行比较时，母报告的SCT症状显着降低（D？= 410）。对于具有父母报告的SCT临床水平的青少年，症状的降低更加明显（D？= 517）。自我报告的SCT症状产生了空结果，但效果大小计算显示完整样品的少量改善（D？= 313）和高SCT组（D？= 384）。行为调节执行功能的变化（D？= ?. 247），元认知执行功能（D？= ?. 346），并不注意到（D？=Δ.230）预测父母报告的SCT症状的变化。结论虽然没有专门用于降低SCT症状，但在本研究中评估的ADHD干预导致母体报告的SCT具有显着的改善，小于中等效果大小。讨论了临床意义和未来方向，包括开发具有高水平的青少年的干预措施。

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