Project Activities
The research team will prospectively follow a group of children enrolled in second through fifth grades in an ongoing study through fifth through eighth grades, collecting a battery of assessments at three new timepoints evenly spaced 1 year apart. The team will recruit an additional cohort to increase the sample size for longitudinal analyses. Researchers will use longitudinal structural equation modeling will be used to examine the developmental trajectories of academic and social impairment.
Structured Abstract
Setting
Participating students will be recruited from elementary and intermediate/middle schools in Ohio and Kentucky.
Sample
Approximately 250 elementary school students (125 students with elevated SCT, 125 matched comparison students without SCT) will participate in this study. Participants will not be excluded based on any demographic characteristic (such as race/ethnicity or socio-economic status).
Researchers will examine elevated SCT symptoms in the trajectory of academic and social impairment. Three factors (low classroom engagement, low academic motivation, poor organization) will be examined as mediators of the longitudinal relation between SCT and academic impairment, and three factors (withdrawal, internalizing symptoms, poor social awareness) will be examined as mediators of the longitudinal relation between SCT and social impairment. They will also examine processing speed and teacher/contextual factors (such as student-teacher relationship quality, teacher efficacy and classroom structure, and school climate) as exploratory factors linking SCT to impairment.
Research design and methods
This is a longitudinal staggered cohort study that will follow students who participated in a prior IES-funded study of children with and without SCT. The prior cross-sectional study included children in grades 2 to 5. During the current study, researchers will assess these children at multiple timepoints, allowing them to capture developmental trajectories through grade 8. At each timepoint, multiple methods and raters will be used to measure children's academic and social impairments. With four total timepoints that span from elementary to middle school, researchers will longitudinally examine the functional impairments of children with SCT at a developmental period when both SCT symptoms and functional impairments may increase.
Control condition
Approximately 125 comparison students without elevated SCT will participate.
Key measures
At each timepoint, researchers will use a comprehensive battery of teacher, parent, and self-report measures, academic achievement testing, and school records to evaluate academic and social functioning, as well as potential mediators linking SCT to impairment. Finally, the team will obtain school records to assess grades and any school accommodations/interventions received.
Data analytic strategy
The research team will use longitudinal structural equation modeling to examine the developmental trajectories of academic and social impairment across the developmental transition to intermediate/middle school and to determine whether trajectories differ for children with and without SCT. They will use mediation analyses to identify mechanisms of the association between SCT and functional impairment. The team will carry out moderated mediation analyses to explore whether mediation pathways differ for children with and without ADHD.
People and institutions involved
IES program contact(s)
Products and publications
The research team will produce peer-reviewed publications and disseminate their findings via conference proceedings.
Publications:
Becker, S. P. (2023). Commentary: Advancing our understanding of the sleep‐circadian pas de deux for adolescent psychopathology–a reflection on Cooper et al.(2023). Journal of Child Psychology and Psychiatry, 64(3), 461-463.
Becker, S. P. (2021). Opportunities and Challenges for Understanding and Treating Heterogeneity in Adolescents With Attention-Deficit/Hyperactivity Disorder. Journal of Adolescent Health, 68(2), 227-228.
Becker, S. P. (2020). ADHD in adolescents: Commentary on the special issue of ripple effects in self-perceptions and social relationships. Canadian Journal of School Psychology, 35(4), 311-322.
Becker, S. P., & Barkley, R. A. (2021). Field of daydreams? Integrating mind wandering in the study of sluggish cognitive tempo and ADHD. JCPP advances, 1(1), e12002.
Breaux, R., Cash, A. R., Lewis, J., Garcia, K. M., Dvorsky, M. R., & Becker, S. P. (2023). Impacts of COVID-19 quarantine and isolation on adolescent social functioning. Current opinion in psychology, 52, 101613.
Dvorsky, M. R., Breaux, R., & Becker, S. P. (2021). Finding ordinary magic in extraordinary times: child and adolescent resilience during the COVID-19 pandemic. European child & adolescent psychiatry, 30(11), 1829-1831.
Dvorsky, M. R., Shroff, D., Bonds, W. B. L., Steinberg, A., Breaux, R., & Becker, S. P. (2023). Impacts of COVID-19 on the school experience of children and adolescents with special educational needs and disabilities. Current Opinion in Psychology, 52, 101635.
Fredrick, J. W., Jacobson, L. A., Peterson, R. K., & Becker, S. P. (2024). Cognitive disengagement syndrome (sluggish cognitive tempo) and medical conditions: A systematic review and call for future research. Child Neuropsychology, 30(5), 783-817.
Wiggs, K. K., Froehlich, T. E., & Becker, S. P. (2023). Pharmacologic management of cognitive disengagement syndrome (CDS) and implications for attention-deficit/hyperactivity disorder (ADHD) treatment: emerging treatments and recommendations for future research. CNS drugs, 37(4), 293-304.
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