Abstract
The objective was to evaluate the validity of sluggish cognitive tempo (SCT) and ADHD-inattention (IN) symptoms in children from Nepal. Teachers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, social impairment, and peer rejection dimensions in 366 children (50 % girls) in first through sixth grades (M age = 9.35, SD age = 1.96) on two separate occasions separated by 4-weeks. Seven of the eight SCT symptoms and all nine ADHD-IN symptoms showed convergent validity (substantial loadings on their respective factors) and discriminant validity (higher loadings on their respective factor than the alternative factor) at both time-points. Across all three separate analyses (assessment 1, assessment 2, and from assessment 1 to assessment 2), higher SCT scores were associated with lower ADHD-HI scores and higher depression, academic impairment, and social impairment scores after controlling for ADHD-IN while higher ADHD-IN scores were associated with higher ADHD-HI, ODD, academic impairment, and peer rejection scores after controlling for SCT. Also, as hypothesized, SCT scores were not related to ODD scores after controlling for ADHD-IN. The study provides the first evidence for the internal and external validity of the SCT dimension relative to the ADHD-IN dimension with teacher ratings of children from Nepal, thereby increasing the validity of the SCT construct beyond North America, Western Europe, South America, and South Korea.
Similar content being viewed by others
Notes
Confirmatory factor analytic procedures were used to calculate the reliability coefficients (i.e., true score variance in each subscale, see Brown, 2015, pp. 305-321) along with the stability coefficient for the scales across the 4-week interval (Brown, 2015, pp. 221-233). The SCT, ADHD-IN, ADHD-HI, ODD, anxiety, depression, academic impairment, social impairment, and peer rejection nine-factor model also resulted in a good global fit at assessments one and two (assessment one: χ 2 (1448) = 2088, CFI = .945, TLI = .941, RMSEA = .035 (90 % CI .031, .038); assessment two: χ 2 (1448) = 2006, CFI = .964, TLI = .962, RMSEA = .032 (90 % CI .029, .036). In addition, the item factor loadings were substantial (all > .70 with most > .80) on their respective factors with the exception of three anxiety items at assessment one and four at assessment two (loadings from .32 to .61) and one peer rejection item at assessment two (loading of .63). The factors also showed discriminant validity with each other. Although these results should be considered preliminary due to the large number of items (56 manifest variables) relative to the small number of participants (366 children rated by 61 teachers), these findings do replicate and extend the factor analytic results from the first study with teacher ratings of Nepali children (Pendergast et al. 2014). These results are not reported in greater detail due to the large number of manifest variables relative to sample size. This was also the reason the correlational and regression analyses used manifest rather than latent variables. The CFA findings are available from the second author.
Neither SCT nor ADHD-IN was significantly correlated with age (assessment one: r SCT = .06, SE SCT = .05, ns; r ADHD-IN = .05, SE ADHD-IN = .07, ns; assessment two: r SCT = .13, SE SCT = .07, ns; r ADHD-IN = .10, SE ADHD-IN = .09, ns). Boys had significantly higher ADHD-IN scores than girls at both assessments (assessment one: r = .18, SE = .05, p < .001; assessment two: r = .10, SE = .05, p < .05). In contrast, boys had significantly higher SCT scores than girls only at assessment one (assessment one: r = .12, SE = .04, p < .05; assessment two: r = .06, SE = .04, ns).
References
Barkley, R. A. (2013). Distinguishing sluggish cognitive tempo from ADHD in children and adolescents: executive functioning, impairment, and comorbidity. Journal of Clinical Child and Adolescent Psychology, 42, 161–173. doi:10.1080/15374416.2012.734259.
Becker, S. P. (2013). Topical review: sluggish cognitive tempo: research findings and relevance for pediatric psychology. Journal of Pediatric Psychology, 38, 1051–1057. doi:10.1093/jpepsy/jst058.
Becker, S. P. (2014). Sluggish cognitive tempo and peer functioning in school-aged children: a six-month longitudinal study. Psychiatry Research, 217, 72–78. doi:10.1016/j.psychres.2014.02.007.
Becker, S. P., & Langberg, J. M. (2013). Sluggish cognitive tempo among young adolescents with ADHD: relations to mental health, academic, and social functioning. Journal of Attention Disorders, 17, 681–689. doi:10.1177/1087054711435411.
Becker, S. P., Ciesielski, H. A., Rood, J. E., Froehlich, T. E., Garner, A. A., Tamm, L., & Epstein, J. N. (2014a). Uncovering a clinical portrait of sluggish cognitive tempo within an evaluation for attention-deficit/hyperactivity disorder: a case study. Clinical Child Psychology and Psychiatry. doi:10.1177/1359104514554312.
Becker, S. P., Langberg, J. M., Luebbe, A. M., Dvorsky, M. R., & Flannery, A. J. (2014b). Sluggish cognitive tempo is associated with academic functioning and internalizing symptoms in college students with and without attention-deficit/hyperactivity disorder. Journal of Clinical Psychology, 70, 388–403. doi:10.1002/jclp.22046.
Becker, S. P., Luebbe, A. M., Fite, P. J., Stoppelbein, L., & Greening, L. (2014c). Sluggish cognitive tempo in psychiatrically hospitalized children: factor structure and relations to internalizing symptoms, social problems, and observed behavioral dysregulation. Journal of Abnormal Child Psychology, 42, 49–62. doi:10.1007/s10802-013-9719-y.
Becker, S. P., Luebbe, A. M., & Joyce, A. M. (2015). The child concentration inventory (CCI): initial validation of a child self-report measure of sluggish cognitive tempo. Psychological Assessment. doi:10.1037/pas0000083.
Becker, S. P., Leopold, D. R., Burns, G. L., Jarrett, M. A., Langberg, J. M., Marshall, S. A.,…Willcutt, E. G. (under review). The internal, external, and diagnostic validity of sluggish cognitive tempo: A meta-analysis and critical review.
Belmar, M., Servera, M., Becker, S. P., & Burns, G. L. (2015). Validity of sluggish cognitive tempo in South America: an initial examination using mother and teacher ratings of Chilean children. Journal of Attention Disorders. doi:10.1177/1087054715597470.
Bernad, M. M., Servera, M., Grases, G., Collado, S., & Burns, G. L. (2014). A cross-sectional and longitudinal investigation of the external correlates of sluggish cognitive tempo and ADHD-IN symptom dimensions. Journal of Abnormal Child Psychology, 42, 1225–1236. doi:10.1007/s10802-014-9866-9.
Bernad, M. M., Servera, M., Becker, S. P., & Burns, G. L. (2015). Sluggish Cognitive Tempo and ADHD Inattention as Predictors of Externalizing, Internalizing, and Impairment Domains: A 2- Year Longitudinal Study. Journal of Abnormal Child Psychology.
Burns, G. L., Servera, M., Bernad, M. M., Carrillo, J. M., & Cardo, E. (2013). Distinctions between sluggish cognitive tempo, ADHD-IN and depression symptom dimensions in Spanish first grade children. Journal of Clinical Child and Adolescent Psychology, 42, 796–808. doi:10.1080/15374416.2013.838771.
Burns, G. L., Lee, S., Becker, S. P., Servera, M., & McBurnett, K. (2014). Child and adolescent disruptive behavior inventory—teacher versions 5.0. Pullman: Author.
Carlson, C. L., & Mann, M. (2002). Sluggish cognitive tempo predicts a different pattern of impairment in the attention deficit hyperactivity disorder, predominantly inattentive type. Journal of Clinical Child and Adolescent Psychology, 31, 123–129. doi:10.1207/S15374424JCCP3101_14.
Dishion, T. J. (1990). The peer context of troublesome child and adolescent behavior. In P. E. Leone (Ed.), Understanding troubled and troubling youth: Multiple perspectives (pp. 128–153). Thousand Oaks: Sage.
Fenollar Cortés, J. F., Servera, M., Becker, S. P., & Burns, G. L. (2014). External validity of ADHD inattention and sluggish cognitive tempo dimensions in Spanish children with ADHD. Journal of Attention Disorders. doi:10.1177/108705471454803.
Jacobson, L. A., Murphy-Bowman, S. C., Pritchard, A. E., Tart-Zelvin, A., Zabel, T. A., & Mahone, E. M. (2012). Factor structure of a sluggish cognitive tempo scale in clinically-referred children. Journal of Abnormal Child Psychology, 40, 1327–1337. doi:10.1007/s10802-012-9643-6.
Kohrt, B. A., Speckman, R. A., Kunz, R. D., Baldwin, J. L., Upadhaya, N., Acharya, N. R., & Worthman, C. M. (2009). Culture in psychiatric epidemiology: using ethnography and multiple mediator models to assess the relationship of caste with depression and anxiety in Nepal. Annals of Human Biology, 36, 261–280. doi:10.1080/03014460902839194.
Kohrt, B. A., Jordans, M. J., Tol, W. A., Luitel, N. P., Maharjan, S. M., & Upadhaya, N. (2011). Validation of cross-cultural child mental health and psychosocial research instruments: adapting the depression self-rating scale and child PTSD symptom scale in Nepal. BMC Psychiatry, 11, 127. doi:10.1186/1471-244X-11-127.
Langberg, J. M., Becker, S. P., & Dvorsky, M. R. (2014). The association between sluggish cognitive tempo and academic functioning in youth with attention-deficit/hyperactivity disorder (ADHD). Journal of Abnormal Child Psychology, 42, 91–103. doi:10.1007/s10802-013-9722-3.
Lee, S., Burns, G. L., Snell, J., & McBurnett, K. (2014). Validity of the sluggish cognitive tempo symptom dimension in children: Sluggish cognitive tempo and ADHD-Inattention as distinct symptom symptoms. Journal of Abnormal Child Psychology, 42, 7–19. doi:10.1007/s10802-013-9714-3.
Lee, S., Burns, G. L., & Becker, S. P. (under review). Towards establishing the transcultural validity of sluggish cognitive tempo: Evidence from a sample of South Korean children.
López, S. R., & Guarnaccia, P. J. J. (2000). Cultural psychopathology: uncovering the social world of mental illness. Annual Review of Psychology, 51, 571–598. doi:10.1146/annurev.psych.51.1.571.
Marshall, S. A., Evans, S. W., Eiraldi, R. B., Becker, S. P., & Power, T. J. (2014). Social and academic impairment in youth with ADHD, predominately inattentive type and sluggish cognitive tempo. Journal of Abnormal Child Psychology, 42, 77–90. doi:10.1007/s10802-013-9758-4.
McBurnett, K., Villodas, M., Burns, G. L., Hinshaw, S. P., Beaulieu, A., & Pfiffner, L. J. (2014). Structure and validity of sluggish cognitive tempo using an expanded item pool in children with attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 42, 37–38. doi:10.1007/s10802-013-9801-5.
Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th Ed.). Los Angeles, CA: Muthén & Muthén.
Pendergast, L. L., Vandiver, B. J., Schaefer, B. A., Cole, P. M., Murray-Kolb, L. E., & Christian, P. (2014). Factor structure of scores from the Conners’ ratings scales—revised among Nepali children. International Journal of School and Educational Psychology, 2, 261–270. doi:10.1080/21683603.2013.878678.
Penny, A. M., Waschbusch, D. A., Klein, R. M., Corkum, P., & Eskes, G. (2009). Developing a measure of sluggish cognitive tempo for children: content validity, factor structure, and reliability. Psychological Assessment, 21, 380–389. doi:10.1037/a0016600.
Servera, M., Bernad, M. M., Carrillo, J. M., Collado, S., & Burns, G. L. (2015). Longitudinal correlates of sluggish cognitive tempo and ADHD-inattention symptom dimensions with Spanish children. Journal of Clinical Child and Adolescent Psychology. doi:10.1080/15374416.2015.1004680.
Watabe, Y., Owens, J. S., Evans, S. W., & Brandt, N. E. (2014). The relationship between sluggish cognitive tempo and impairment in children with and without ADHD. Journal of Abnormal Child Psychology, 42, 105–115. doi:10.1007/s10802-013-9767-3.
Willcutt, E. G., Chhabildas, N., Kinnear, M., DeFries, J. C., Olson, R. K., Leopold, D. R., Keenan, J. M., & Pennington, B. F. (2014). The internal and external validity of sluggish cognitive tempo and its relation with DSM-IV ADHD. Journal of Abnormal Child Psychology, 42, 21–35. doi:10.1007/210802-013-9800.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
Girwan Khadka, G. Leonard Burns, and Stephen P. Becker declare that they have no conflict of interest.
Experiment Participants
The current study was conducted with the informed consent of all participants. Washington State University’s Department of Psychology (the University IRB ruled the study exempt from IRB review) approved the study's protocol along with the three elementary schools.
Rights and permissions
About this article
Cite this article
Khadka, G., Burns, G.L. & Becker, S.P. Internal and External Validity of Sluggish Cognitive Tempo and ADHD Inattention Dimensions with Teacher Ratings of Nepali Children. J Psychopathol Behav Assess 38, 433–442 (2016). https://doi.org/10.1007/s10862-015-9534-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10862-015-9534-6