پديد آورندگان :
هميوند، ليلا دانشگاه علامه طباطبائي، تهران , عليزاده، حميد دانشگاه علامه طباطبائي، تهران , فرخي، نورعلي دانشگاه علامه طباطبائي، تهران , كاظمي، فرنگيس دانشگاه علامه طباطبائي، تهران
چكيده لاتين :
Background & Objective: Sluggish cognitive tempo (SCT) characterized by excessive daydreaming, mental confusion, slowness, and low
motivation. There are no official criteria available for its clinical recognition. However, researchers have identified the most salient symptoms
of (SCT). These are: (1) daydreaming, (2) trouble staying awake/alert, (3) mentally foggy/easily confused, (4) stares a lot, (5) spacey, mind is
elsewhere, (6) lethargic, (7) under-active, (8) slow moving/sluggish, (9) doesn’t process questions or explanations accurately, (10) drowsy/sleepy
appearance, (11) apathetic/withdrawn, (12) lost in thoughts, (13) slow to complete tasks, and (14) lacks initiative/effort fades. For assisting with
differential diagnosis between these two types of attention disorders research conducted with children and adolescents demonstrates that SCT is
related to various domains of psychosocial impairment. One of the most consistent findings is that of an association between SCT and social
impairment. Multiple studies have documented a significant relation between Symptoms and emotional problems. The lack of research impacts
treatment options. Research is ongoing to identify Interventions validated to treat symptoms of ADHD, social anxiety, and other related disorders
often used. Little is known to date about the efficacy of medication in treating SCT. SCT is more predictive of Social difficulty, and more
strongly associated with internalizing, than externalizing symptoms. The current study aimed to design a psycho-social program for students
with sluggish cognitive tempo and to examine its effectiveness on socio-emotional difficulties.
Methods: The study employed a pretest-posttest quasi-experimental design. The sample consisted of 60 students selected through convenience
sampling. The participants were randomly assigned into experimental and control groups, then and completed the parent questionnaire, SCT
inventory and parent Questionnaire for evaluation of development and behavior in 5-15-year-old (FTF). Parent questionnaire is the evaluation
of the set of SCT items deemed to be optimal for distinguishing SCT from ADHD-IN (Becker et al., 2015). Also, Becker and colleagues found
that 150 items had been used as putative SCT items, which distilled to 18 core SCT items. Meta-analytic findings indicated that 13 of these 18
potential SCT items consistently loaded on an SCT factor as opposed to an ADHD-IN factor. This questionnaire contains questions concerning
the skills and behaviors of a child in various Domains of development. The FTF comprises 181 items from the following eight domains: Motor
skills, Executive functions (including attention), Perception, Memory, Language, Learning, Social skills, and Emotional /behavioral problems.
Each domain contains a series of items. The items consist of a statement expressing that the child has difficulties with a particular task when
compared to other children of the same age. Fifty items that rated (25 items for social skill and 25 items for emotional problems) on a 3-point
scale with higher scores corresponding to the better quality of life. The experimental group received 16 sessions of psycho-social program weekly
60-minute. The content of the sessions determined based on a literature review, consultation with experts, and focus group interviews conducted
separately with children and their parents to assess how SCT affect quality of life, strategies employed by youth to cope with SCT distress, the
perceived efficacy of specific coping strategies, and areas in which youth in their parents would like help. Sessions within the treatment protocol
focused on psychoeducational about SCT during the initial sessions, cognitive/behavioral restructuring targeting and (CLAS) program.
Results: The results of Multivariate and repeated measures confirmed the positive effect of the intervention on social (P<0.01) and emotional
problems (P<0.01) difficulties. Social and emotional average developed 12 scores according to the FTF questionnaire higher scores
corresponding to the better quality of life and reduced emotional and social problems.
Conclusion: Research has demonstrated the effectiveness of psychosocial interventions for children with sluggish cognitive tempo. Historically,
the research has focused on interventions targeting problems in the home or school setting, but more recent research has highlighted the
importance of family-school partnerships and conjoint approaches to an intervention involving family and school. Practical approaches to
psychosocial intervention consist of strategies to address performance deficits, promote adaptive behavior, and improve children’s self-control
and social skills. This study represents the initial step to developing and examining a treatment protocol for children with sluggish cognitive
tempo. Lack of SCT prevalence was limitations. We can recommend this psycho-social program to help students with sluggish cognitive tempo
in order to ameliorate with their related problems.
