Sluggish Cognitive Tempo and ADHD-Inattention as Predictors of Externalizing Internalizing and Impairment: A Two-Year Longitudinal Study

摘要

Although sluggish cognitive tempo (SCT) is distinct from attention-deficit/hyperactivity disorder (ADHD), few studies have examined whether SCT longitudinally predicts psychopathology or impairment. This study examined (1) whether cross-sectional correlates of SCT and ADHD-inattention (IN) from an earlier study with first and second grade children in Spain would replicate with ratings by new teachers and aides when the children are in third grade, and (2) whether SCT and ADHD-IN symptoms assessed in first and second grade uniquely predicted psychopathology as well as academic and social impairment in third grade. The study included 758 first grade (55% boys), 718 second grade (54% boys), and 567 third grade (54% boys) children. Cross-sectional results for third grade children replicated and extended earlier results, with higher levels of SCT uniquely predicting lower levels of hyperactivity-impulsivity (HI) and oppositional defiant disorder (ODD) symptoms and higher levels of anxiety, depression, academic impairment, and peer rejection (for teachers only) whereas higher levels of ADHD-IN uniquely predicted poorer outcomes across all domains except anxiety. For one- and two-year intervals across different teachers and aides, higher scores on ADHD-IN uniquely predicted poorer outcomes across domains whereas higher scores on SCT uniquely predicted lower levels of ADHD-HI and ODD for both intervals in addition to higher levels of depression (for teachers only) and academic impairment (for one-year interval only). Overall, SCT was significantly associated with important outcomes independent of ADHD-IN, even over one- and two-year intervals with different raters. This study provides further evidence for distinguishing between SCT and ADHD-IN in school settings.