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Sluggish Cognitive Tempo
Credit
CE:1.5
Description
Sluggish Cognitive Tempo: A Dimensional Approach to Attention in Children
Sluggish Cognitive Tempo (SCT) is a construct that evolved from field trials for the ADHD criteria in DSM-IV. It includes such characteristic symptoms as lethargy, low initiation, mental "fogginess," and slowed speed of information processing. Although SCT shows some overlap with Inattentive ADHD symptoms, evidence is mounting for consideration of SCT as a separate, but related, construct. This workshop will review descriptive evidence for SCT as a separate clinical disorder and empirical data from a variety of research studies characterizing SCT and its related comorbidities and areas of impairment. The NIMH's Research Domain Criteria (RDoC) project provides a framework for shifting our understanding of disorders from categorical to dimensional, taking development, multiple levels of assessment, and environmental expectations into account. Data will be presented that reflect a dimensional approach and the need for further behavioral clarification of the construct, but also suggest areas for potential intervention and/or accommodation within classrooms and daily activities.
Sluggish Cognitive Tempo (SCT) is a construct that evolved from field trials for the ADHD criteria in DSM-IV. It includes such characteristic symptoms as lethargy, low initiation, mental "fogginess," and slowed speed of information processing. Although SCT shows some overlap with Inattentive ADHD symptoms, evidence is mounting for consideration of SCT as a separate, but related, construct. This workshop will review descriptive evidence for SCT as a separate clinical disorder and empirical data from a variety of research studies characterizing SCT and its related comorbidities and areas of impairment. The NIMH's Research Domain Criteria (RDoC) project provides a framework for shifting our understanding of disorders from categorical to dimensional, taking development, multiple levels of assessment, and environmental expectations into account. Data will be presented that reflect a dimensional approach and the need for further behavioral clarification of the construct, but also suggest areas for potential intervention and/or accommodation within classrooms and daily activities.
After the webinar, participants will be able to:
- Describe the characteristic diagnostic and associated features of SCT.
- Explain the current empirical support for the construct of SCT.
- Identify assessment techniques for SCT symptoms and relevant supports.
Instructional Level: Intermediate
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