Sluggish Cognitive Tempo is used to describe a particular type of attention deficit, concentration, and slowness in information processing. The aim of this study was to investigate the psychometric properties of the Sluggish Cognitive Tempo Scale (SCTS) of the parent form among Iranian children. The present study is a descriptive study. A sample of 1700 people was selected from the provinces of Tehran, East Azerbaijan, West Azerbaijan, Kurdistan, Fars and Khorasan using cluster sampling method. 122 subjects were excluded from statistical analysis due to incomplete answers to the questionnaires and thus the final sample was reduced to 1578 parents. The confirmatory factor analysis method and internal consistency were used to compute the Sluggish Cognitive Tempo Scale factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Sluggish Cognitive Tempo Scale, we computed correlations between different dimensions of Sluggish Cognitive Tempo Scale with Attention Deficit SubScale of Mental Health Assessment Questionnaire for Children and Adolescents. The results of statistical results showed that this Scale has structural validity, criterion and convergence in Iranian society. The results indicate that the Scale is three factors and also the validity of the Scale using Cronbach's alpha method and retest test after Approved two weeks. According to the findings of the present study, the parent form of the Sluggish Cognitive Tempo Scale (SCTS) has a good validity and reliability and it can be used in research related to slow Cognitive multiplication in Iranian society.

Objective: Sluggish Cognitive Tempo (SCT) is used to describe a particular type of attention deficit disorder, concentration and slowness in information processing. The aim of this study was to develop a program of executive functions and investigate its effect on the performance of students with SCT. Method: The research method is semi-experimental with pre-test, post-test with control group. The designed training package consisted of 14 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught. The statistical population in cluded 8-10year old students from Tabriz, of whom 30 were selected and randomly divided into two groups: experimental (15) and control (15). The SCT questionnaire was completed by the parents of both groups. After the pre-test, the experimental group was trained for 14 sessions. The post-test was performed again and the pre-test and post-test data were analyzed using covariance analysis. Results: The obtained data showed significant difference between the two groups in the variables of the posttest variable of SCT after adjusting for the effect of the pre-test score (P<01). Conclusion: The research findings suggest that by improving the executive functions, the symptoms of SCT disorder can be decreased.

this study aimed to compare theory of mind and its levels in children with Attention Deficit/ Hyper Activity Disorder (ADHD) and Sluggish Cognitive Tempo (SCT). The study was descriptive in the frame of Casual Comparative design. Participants comprised 100 boys (50 ADHD and 50 SCT) from elementary schools in Tabriz in the 1398-1399 academic year, which were selected through a screening method using the Child Behavior Rating Scale (Swanson, Nolan, & Pelham, 1980) and the Sluggish Cognitive Tempo Scale (Penny, Waschbusch, Klein, Corkum, & Eskes, 2009). Then, Theory of Mind Test (Muris, et al, 1999) was performed on samples to measure theory of mind. Data was analyzed by multivariate analysis of variance. The results showed that there is a significant difference between the two groups in theory of mind. So that children with SCT had poorer performances in theory of mind in all three levels than children with ADHD. Based on the findings of this study, it seems that since children with SCT have little interest in social interactions and suffer from attention problems simultaneously, they have poorer performances in theory of mind than children with ADHD.

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.

The objective of the present study was to examine the relationship among sleep disorders, executive dysfunction, and Sluggish Cognitive Tempo in adolescents utilizing a network approach. The study was performed based on descriptive-correlation method. The population of study contained all the adolescents (ages 12-18 years) in Tehran, Ardebil, Southern Azerbaijan and Western Azerbaijan provinces during 2021-2022 academic year. Data were collected from Two thousand six hundred and fifty-nine adolescents who were recruited through convenience sampling method. Participants completed the Adult Concentration Inventory (Becker et al. 2015), Sleep Disorders Symptom Checklist (Klingman et al. 2017), and Executive Skills Questionnaire-Revised (Strait et al. 2019). The bootnet package in R software used for data analysis. Results showed Sluggish Cognitive Tempo (SCT) was positively and more closely related to Sleep Disorders (insomnia) than Executive Dysfunction. the results showed that the most robust relative bridge connections were Sluggish Cognitive Tempo (SCT) and Plan Management (PM), edge weight = 0.33; Sluggish Cognitive Tempo (SCT) and Insomnia edge weight = 0.26; in addition to the positive bridge connections, a negative robust connection was also recognized between Obstructive Sleep Apnea (OSA) and Emotional Regulation (ER), edge weight = - 0.07. In conclusion, Sluggish Cognitive Tempo (SCT) was positively associated with sleep disorders and executive dysfunction. Future interventions may be developed that emphasize the bridge connections of sleep disorders, executive dysfunction, and Sluggish Cognitive Tempo in adolescents

Background: Many studies have reported impaired empathy in children with Attention Deficit Hyperactivity Disorder. But the main issue(question) is whether Between Dimensions of empathy of children with Sluggish Cognitive Tempo (which are similar in terms of attention problems to attention deficit hyperactivity disorder, For this reason, Children with Sluggish Cognitive Tempo are mistakenly labeled attention deficit hyperactivity disorder) there is difference with children with attention deficit hyperactivity disorder. Aims: Comparison of Dimensions of Empathy in children with Attention Deficit/ hyperactivity disorder and Sluggish Cognitive Tempo. Method: The research was descriptive and causal-comparative. The statistical population included Elementary school boys (7 to 12 years old) in Tabriz in the 2019 academic year, of which 100 boys (50 with attention deficit hyperactivity disorder and 50 with Sluggish Cognitive Tempo) as a sample by multistage cluster sampling model and They were selected using the SNAP-IV rating Scale (Swanson, Nolan and Pelham, 1980) and the SCT Scale (Penny, Watchbach, Klein, Curcum and Skis, 2009). In order to measure empathy, children's Cognitive and emotional empathy Scale (Dads et al., 2008) was used. The results were analyzed by multivariate analysis of variance in SPSS20 software. Results: The results showed that there was a significant difference between children with attention deficit hyperactivity disorder and children with Sluggish Cognitive Tempo (F=15/10, P<0/05). Conclusions: It can be concluded that children with Sluggish Cognitive Tempo have poorer(weaker) performance in Cognitive and emotional empathy than children with attention deficit hyperactivity disorder.