No studies have analyzed differences between mother, father, and teacher ratings of cognitive disengagement syndrome (CDS; formerly sluggish cognitive tempo). The sample included 1,115 children with autism and/or attention-deficit/hyperactivity disorder (ADHD) 4-16 years of age who were rated by mothers on the Pediatric Behavior Scale. Subsets of these children were also rated by fathers and/or teachers, resulting in 896 mother/father, 964 mother/teacher, and 745 father/teacher dyads. The CDS factor comprised four items assessing the core features of CDS: cognitive disengagement (in a fog/confused and stares/preoccupied/in own world) and hypoactivity (sluggish/slow moving/low energy and drowsy/sleepy/not alert). Overall, 37% of teachers, 22% of mothers, and 16% of fathers rated the children as significantly elevated on CDS symptoms. Teacher scores were significantly higher than mother scores, whose scores exceeded those of fathers. Agreement on whether a child had CDS was fair-moderate for mothers and fathers but poor for parents and teachers. Findings of more severe CDS teacher than parent ratings are in marked contrast to the opposite pattern found in studies of anxiety, depression, ADHD, oppositional behavior, conduct problems, autism, bullying, and victimization. Children may display fewer behavior problems at school than at home, and parents may be more aware of their child's internal state than teachers. However, teachers may be more aware of the cognitive component of CDS that might interfere with functioning in the classroom more so than at home. Cognitive demands in school may reveal and intensify CDS symptoms. Findings highlight the importance of multi-informant ratings in research and clinical practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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母亲、父亲和教师对自闭症儿童和多动症儿童的认知脱离综合征（认知节奏缓慢）的评分一致。

没有研究分析母亲、父亲和教师对认知脱离综合征（CDS；以前的认知节奏缓慢）的评分之间的差异。样本包括 1,115 名 4-16 岁患有自闭症和/或注意力缺陷/多动症 (ADHD) 的儿童，这些儿童由母亲根据儿科行为量表进行评分。这些孩子的子集也由父亲和/或老师进行评分，得出 896 名母亲/父亲、964 名母亲/老师和 745 名父亲/老师二人组。CDS因素包括评估CDS核心特征的四个项目：认知脱节（迷茫/困惑和凝视/全神贯注/在自己的世界中）和活动减退（迟钝/行动缓慢/精力不足和昏昏欲睡/困倦/不警觉）。总体而言，37% 的教师、22% 的母亲和 16% 的父亲认为孩子的 CDS 症状显着升高。教师分数显着高于母亲分数，母亲分数又超过父亲分数。对于孩子是否患有 CDS，母亲和父亲的共识程度中等，但家长和老师的共识程度较差。教师的 CDS 评分比家长评分更严重的结果与焦虑、抑郁、多动症、对立行为、行为问题、自闭症、欺凌和受害研究中发现的相反模式形成鲜明对比。孩子在学校表现出的行为问题可能比在家里少，父母可能比老师更了解孩子的内心状态。然而，教师可能更清楚 CDS 的认知成分可能比在家里更能干扰课堂教学。学校的认知需求可能会揭示并加剧 CDS 症状。研究结果强调了多信息评级在研究和临床实践中的重要性。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。