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.

中文翻译：

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以学校为基础的 ADHD 干预措施是否能改善缓慢的认知节奏症状？变化的结果和预测因素。

背景迟缓认知节奏（SCT）是一种包括行动迟缓、过度做白日梦和困倦的症状的结构。SCT 通常与注意力缺陷/多动障碍 (ADHD) 合并，并且 SCT 症状与 ADHD 影响之外的显着学业障碍相关。尽管 ADHD 和 SCT 以及相关损伤之间存在重叠，但没有研究评估针对 ADHD 青少年的循证心理社会干预如何影响 SCT 的症状。方法 本研究检查了 274 名患有 ADHD 的青少年样本的 SCT 症状是否有所改善，这些青少年被随机分配到组织技能干预、家庭作业完成干预或候补名单控制中。在所有参与者中广泛评估了 SCT 干预反应，特别是，对于基线时 SCT 症状严重程度临床范围内的参与者。注意力不集中、执行功能和动机等 ADHD 症状的变化被视为 SCT 改善的潜在预测因素。结果 两个干预组合并在一起进行分析，因为 SCT 症状的变化没有显着差异。多级建模结果表明，将干预组与候补名单控制组进行比较时，父母报告的 SCT 症状显着减少 (d = .410)。对于父母报告的 SCT 临床水平的青少年，症状的减少更为明显 (d = .517)。自我报告的 SCT 症状产生无效结果，但效应量计算显示全样本 (d = .313) 和高 SCT 组 (d = .384) 的改善很小。行为调节执行功能 (d = .247)、元认知执行功能 (d = .346) 和注意力不集中 (d = .230) 的变化预测了父母报告的 SCT 症状的变化。结论 尽管并非专门设计用于减少 SCT 症状，但本研究中评估的 ADHD 干预措施显着改善了父母报告的 SCT，效果为中小。讨论了临床意义和未来方向，包括为高水平 SCT 的青少年制定干预措施。本研究中评估的 ADHD 干预措施显着改善了父母报告的 SCT，具有小到中等的效果。讨论了临床意义和未来方向，包括为高水平 SCT 的青少年制定干预措施。本研究中评估的 ADHD 干预措施显着改善了父母报告的 SCT，具有小到中等的效果。讨论了临床意义和未来方向，包括为高水平 SCT 的青少年制定干预措施。