Defining the Sluggish Cognitive Tempo Phenotype in Children

项目摘要 所提议的研究的总体目标是，在儿童中定义迟缓认知克里思表型。 儿童，是仔细描绘独特的行为表型与观察到的模式， 认知克里思缓慢的儿童所特有的认知过程和行为功能缓慢 （SCT）。这项研究将是第一个将联合收割机报道的SCT症状指标与 对认知减慢和相关合并症进行仔细的行为评估，以狭义地定义 SCT表型。这项工作将为未来鉴定生物标志物（例如，结构和 功能成像，遗传贡献）的SCT结构在儿童 SCT的症状包括白日梦、难以发起和维持努力、嗜睡、嗜睡， 身体活动不足，与核心疾病-嗜睡，活动不足，缓慢-显然是可以分开的， 多动症。虽然SCT与儿童和青少年的功能障碍有关，但这种功能障碍 影响反映了SCT仅由照顾者评级定义;迄今为止，很少有工作研究了相关性 SCT评分与基于表现的迟钝/缓慢的心理处理或反应测量之间的差异 速度并且迄今为止没有任何公开的工作仔细检查过该模式（例如，一致性） SCT中的反应，以确定其与ADHD中所见的可变反应模式的区别。 虽然SCT本身似乎在一般儿童人群中流行约2.5%，但估计 ADHD的共患病率为30- 60%。大脑信息处理缓慢，这是SCT的一个关键特征 构建体，可以代表行为“多表型”（即，一个表型构成的核心赤字超过 一种疾病）。因此，SCT不是一个新的精神病理学类别，但可能反映了一个维度结构 这一点目前在注意力或学习障碍的概念化中还没有得到很好的捕捉。是 SCT的心理构成可能解释了注意力障碍之间的共病性， 和学习，可能会在功能结果的预测中增加独特的差异，其遗传结构可能 解释了观察到的这些疾病之间的遗传相关性。 使用一个样本，包括转介和非转介儿童，我们打算1）狭义地定义 儿童SCT的行为表型，使用评定量表和基于表现的测量 强调运动速度，反应时间，命名速度，语言流畅性，学术流畅性，以及不定时 智力和学术技能; 2）描述SCT中反应时间的一致性，与 ADHD中常见的变异性; 3）检查行为定义的SCT与 ADHD、情绪症状和基于语言的学习障碍（即，阅读障碍）。

PROJECT SUMMARY The overall goal of the proposed investigation, Defining the Sluggish Cognitive Tempo Phenotype in Children, is to carefully delineate the unique behavioral phenotype associated with the observed pattern of slowed cognitive processing and behavioral functioning characteristic of children with sluggish cognitive tempo (SCT). The proposed study will be the first to combine caregiver-reported measures of SCT symptoms with careful behavioral assessment of cognitive slowing and associated comorbidities in order to narrowly define the SCT phenotype. This work will provide a basis for future identification of biomarkers (e.g., structural and functional imaging, genetic contributions) of the SCT construct in children SCT symptoms include daydreaming, difficulty initiating and sustaining effort, lethargy, drowsiness, and physical underactivity, with the core symptoms—lethargy, underactivity, and slowness—clearly separable from ADHD. Although SCT is associated with functional impairment in children and adolescents, this functional impact reflects SCT as defined only by caregiver ratings; little work to date has examined associations between ratings of SCT and performance-based measures of sluggish/slowed mental processing or response speed and none of the published work to date has carefully examined the pattern (e.g., consistency) of slowed responding in SCT, to determine its distinctiveness from the pattern of variable responding seen in ADHD. Although SCT by itself appears to be prevalent in ~2.5% of the general child population, estimates of comorbidity with ADHD range from 30-60%. Slowed processing of mental information, a key feature of the SCT construct, may represent a behavioral “polyphenotype” (i.e., a phenotype constituting core deficits of more than one disorder). As such, SCT is not a new category of psychopathology, but may reflect a dimensional construct that is not presently well-captured in the current conceptualization of attention or learning disorders. It is possible that the psychological makeup of SCT could account for comorbidity between disorders of attention and learning, may add unique variance in predictions of functional outcomes, and its genetic architecture could account for the observed genetic correlations between these disorders. Using a sample including both referred and non-referred children, we intend to 1) narrowly define the behavioral phenotype of SCT in children, using both rating scale and performance-based measures emphasizing motor speed, reaction time, naming speed, verbal fluency, academic fluency, as well as untimed intellectual and academic skills; 2) characterize the consistency of reaction time in SCT as contrasted with the variability commonly seen in ADHD; and 3) examine the associations among behaviorally defined SCT with ADHD, mood symptoms, and language-based learning disorders (i.e., dyslexia).