Sleep Habits and Sleep Disturbance in Elementary School-Aged Children
ABSTRACT Relatively little is known about sleep habits, sleep disturbances, and the consequences of disordered sleep in school-aged children. This descriptive study examined a variety of common sleep behaviors in a group of 494 elementary school children, grades kindergarten through fourth, using a battery of sleep questionnaires that included parent, teacher, and self-report surveys. The prevalence of parent-defined sleep problems ranged from 3.7% (Sleep-Disordered Breathing) to 15.1% (Bedtime Resistance), with 37% of the overall sample described as having significant sleep problems in at least one sleep domain. Younger children were more likely than older children to have sleep problems noted by parents (particularly bedtime struggles and night wakings), as well as by teacher and self-report. Children tended to identify more sleep problems by self-report, particularly sleep-onset delay and night wakings, than did their parents. Overall, approximately 10% of the sample was identified by all three measures as having significant problems with daytime sleepiness. The results of this study emphasize the importance of screening for sleep disorders in this age group in the clinical setting. The need for consensus regarding the use of sleep screening instruments and the definition of "problem" sleep in school-aged children is also discussed.
Full-textDOI: · Available from: Chantelle N Hart, Jul 22, 2015
- SourceAvailable from: Stephen P. Becker
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- "After reversescoring some items, 13 items are used to create a total SSR score, with higher scores indicative of more problematic sleep behavior (α = 0.69). The SSR was developed for use with children aged 7 and above   and has also been used in previous research with 6-year-old children  (11 children in the current study were 6 years old). The SSR is considered " approaching well-established " in assessing subjective measure of sleep functioning  "
ABSTRACT: Objective: Several child-report measures of sleep functioning have been developed but very few studies have examined the external validity of child self-reported sleep in relation to daytime functioning. This study examined child-reported sleep in relation to teacher-rated psychopathology symptoms and also tested the hypothesis that child-reported sleep would be associated with poorer child- and teacher-reported functioning after controlling for demographics and psychopathology symptoms that are known to be associated with adjustment. Methods: Participants were 175 children (81 boys, 94 girls) in 1st-6th grades (ages 6-13) and their teachers. Children completed the Sleep Self-Report. Teachers completed a measure of attention-deficit/hyperactivity disorder (ADHD), oppositional/conduct, and anxiety/depression symptoms. Children and teachers completed multiple measures of academic, behavioral, and social/peer functioning. Results: Child-reported sleep was significantly associated with teacher-rated inattentive and internalizing symptoms, even after controlling for child demographics, hyperactivity-impulsivity, and conduct problems. Multilevel modeling analyses further indicated that, after controlling for child demographics and psychopathology symptoms, child- reported sleep problems were significantly associated with poorer child- and teacher-reported academic, behavioral, and social functioning (including increased reactive aggression, peer rejection, loneliness, and lower friendship satisfaction and self-worth). Conclusions: Findings provide initial support for the external validity of children's self-reported sleep functioning. Results of this study suggest that it may be clinically useful to screen for sleep problems by assessing for children's own perceptions of their sleep. Future studies should include both child- and parent-reported sleep functioning to further examine the utility of children's ratings of sleep functioning.Sleep Medicine 06/2014; 15(9). DOI:10.1016/j.sleep.2014.06.001 · 3.10 Impact Factor
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- "Cross-sectional   and longitudinal studies   have shown that acute and chronic sleep loss during development persists over time, with negative effects on adolescents' physical and mental health. At the same time, poor psychological well-being may itself negatively affect adolescents' sleep  . "
ABSTRACT: Mental toughness (MT) is understood as the display of confidence, commitment, challenge, and control. Mental toughness is associated with resilience against stress. However, research has not yet focused on the relation between MT and objective sleep. The aim of the present study was therefore to explore the extent to which greater MT is associated with objectively assessed sleep among adolescents. A total of 92 adolescents (35% females; mean age, 18.92 years) completed the Mental Toughness Questionnaire. Participants were split into groups of high and low mental toughness. Objective sleep was recorded via sleep electroencephalograms and subjective sleep was assessed via a questionnaire. Compared with participants with low MT, participants with high MT had higher sleep efficiency, a lower number of awakenings after sleep onset, less light sleep, and more deep sleep. They also reported lower daytime sleepiness. Adolescents reporting higher MT also had objectively better sleep, as recorded via sleep electroencephalograms. A bidirectional association between MT and sleep seems likely; therefore, among adolescence, improving sleep should increase MT, and improving MT should increase sleep.Journal of Adolescent Health 01/2014; 54:109-113. DOI:10.1016/j.jadohealth.2013.07.017 · 2.75 Impact Factor
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- "Cross-sectional (Kaneita et al., 2007; Lund, Reider, Whiting, & Prichard, 2010) and longitudinal studies (Roberts, Roberts, & Duong, 2008; Touchette et al., 2012) have shown that acute and chronic sleep loss during development persist over time, with negative effects on adolescents' physical and mental health. At the same time poor psychological wellbeing may itself negatively impact on adolescents' sleep (Gregory & Sadeh, 2012; Owens et al., 2000). To explain the association between poor sleep and psychological processes, it has been proposed that increased arousal and dysfunctional thoughts are directly involved in psychologically caused sleep disturbances (Carney & Edinger, 2006; Harvey, 2000, 2002; Riemann et al., 2010), whereas, for instance, the absence of stress and worries are associated with favorable sleep. "
ABSTRACT: Mental toughness (MT) is understood as the display of confidence, commitment, challenge, and control. The aim of this study was to explore the extent to which greater MT is associated with subjectively assessed sleep among adolescents. A total of 284 adolescents (M = 18.26 years) completed a series of questionnaires assessing MT, psychological functioning, and sleep. Greater MT was significantly associated with better sleep quality, shorter sleep onset latency, fewer awakenings after sleep onset, and longer sleep duration. Greater MT was also associated with less perceived stress and less depressive symptoms. MT was directly and indirectly associated with sleep quality. Mentally tough adolescents report good sleep quality and sleep schedules, along with psychological wellbeing.Behavioral Sleep Medicine 11/2013; 12(6). DOI:10.1080/15402002.2013.825839 · 1.56 Impact Factor