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ADHD - Child

Multi-method examination of cognitive disengagement syndrome and ADHD inattentive symptoms in relation to young adolescents’ academic functioning

(PS1-C64) Multi-method Examination of Cognitive Disengagement Syndrome and ADHD Inattentive Symptoms in Relation to Young Adolescents’ Academic Functioning

Friday, November 17, 2023
8:30 AM – 9:30 AM PST
Location: Regency Ballroom, Level 7

    Author(s)

  • AM

    Andrew C. Martinez, B.A.

    Clinical Research Coordinator
    Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
    Cincinnati, Ohio

    • Co-Author(s)

  • ZS

    Zoe R. Smith, Ph.D.

    Assistant Professor
    Department of Psychology, Loyola University Chicago
    Chicago, Illinois

  • JL

    Joshua Langberg, Ph.D.

    Professor
    Department of Clinical Psychology, Rutgers University
    Piscataway, New Jersey

  • KW

    Kelsey K. Wiggs, Ph.D.

    Postdoctoral Research Fellow
    Department of Pediatrics, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center
    Cincinnati, Ohio

  • SB

    Stephen P. Becker, Ph.D. (he/him/his)

    Associate Professor
    Cincinnati Children's Hospital Medical Center
    Cincinnati, Ohio

Cognitive disengagement syndrome (CDS), previously referred to as sluggish cognitive tempo, is a set of symptoms characterized by excessive daydreaming, mental fogginess, and slowed behavior/thinking (Barkley, 2014; Becker et al., 2022). Despite CDS being distinct from ADHD inattentive (ADHD-IN) symptoms and having unique associations with a range of functional outcomes, studies examining the association between CDS and academic outcomes have reported mixed findings (for a review, see Fredrick & Becker, 2022). In addition, most previous studies used limited measures of CDS, relied on broad ratings of academic impairment, and/or focused on elementary-aged children. The current study examined the relationship between CDS and academic functioning in adolescents using a comprehensive, multi-informant, multi-method design. Participants were 302 adolescents (Mage = 13.17 years; 44.7% female; 81.8% White; 52% with ADHD) recruited in the fall of their 8th grade year. Academic functioning was assessed using standardized achievement testing, parent- and teacher-reported homework performance, self- and teacher-reported academic effort reported on daily diaries averaged over a two-week period, and grade point average obtained from school records at the end of the academic year. Parents, teachers, and adolescents completed ratings of CDS. In structural equation models that included medication use, sex, and family income as covariates, and ADHD-IN symptom severity as an additional predictor, parent- and adolescent-reported CDS symptoms were uniquely associated with lower parent-reported homework performance (βs = -.32 and -.15; ps < .05) and lower math fluency achievement scores (βs = -.13 and -.24; p</em>s < .05). Across informants, CDS symptoms were also uniquely associated with lower averaged daily diary-reported effort/motivation during school (βs = -.13 to -.39; ps < .05). Teacher-reported CDS symptoms were uniquely associated with lower teacher-reported homework performance (β = -.46, p < .001) and lower GPA (β = -.23, p < .001). No informant’s rating of CDS symptoms were uniquely associated with basic reading or numerical operations achievement scores (all ps > .05). In all models, ADHD-IN symptom severity was independently associated with poorer academic functioning (all ps < .05). Finally, ADHD status did not moderate any effects (all ps > .05). This study contributes to the mixed body of literature exploring CDS and academics, using a comprehensive evaluation of both CDS and academic functioning. Findings demonstrate that CDS symptoms are uniquely associated with daily academic difficulties (e.g., homework, effort) as well as global indices of academic performance (e.g., standardized achievement scores, school grades). These findings have implications for assessing and monitoring CDS symptoms in interventions aiming to improve the academic functioning in adolescents with and without ADHD.