Teacher Ratings of Sluggish Cognitive Tempo in a Large Sample of School-Aged Children: Validity, Invariance, and Preliminary Norms

Virtual · June 2020

Poster Sessions · Clinical Science

Stephen Becker
Cincinnati Children's Hospital Medical Center
G. Leonard Burns
Washington State University
Kandace Webb
Cincinnati Children's Hospital Medical Center
Allison Zoromski
Cincinnati Children's Hospital Medical Center
Aaron Vaughn
Cincinnati Children's Hospital Medical Center
Jeffery Epstein
Cincinnati Children's Hospital Medical Center
Leanne Tamm
Cincinnati Children's Hospital Medical Center

Abstract

This study examined teacher-rated sluggish cognitive tempo (SCT) in 7,134 students (2nd-5th grades). SCT demonstrated convergent/discriminant validity with ADHD inattention and invariance across sex. Preliminary norms are provided, with findings consistent across classical test theory and item response theory approaches for identifying children with elevated SCT in the school setting.

Psychopathology

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Teacher Ratings of Sluggish Cognitive Tempo in a Large Sample of School-Aged Children: Validity, Invariance, and Preliminary Norms

Abstract

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