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Dong HY, Miao CY, Xue Y, Zhang Y, Shan L, Jia FY, Du L. Sleep and internalizing problems in primary school children with attention-deficit hyperactivity disorder. Pediatr Res 2024:10.1038/s41390-024-03213-4. [PMID: 38637694 DOI: 10.1038/s41390-024-03213-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Revised: 03/28/2024] [Accepted: 04/01/2024] [Indexed: 04/20/2024]
Abstract
BACKGROUND Internalizing and externalizing problems have received great attention, and children with ADHD exhibit high rates of comorbid internalizing and externalizing disorders. This study aimed to explore the relationship between sleep and internalizing problems in children with attention-deficit hyperactivity disorder (ADHD) and the probable mediating role of externalizing problems. METHODS A total of 203 primary school children diagnosed with ADHD for the first time were recruited for this study. Children with ADHD were evaluated by Children's Sleep Habits Questionnaire (CSHQ), Strengths and Difficulties Questionnaire (SDQ). Internalizing problems were represented by emotional symptoms and peer problems of SDQ, and externalizing problems were represented by conduct problems and hyperactivity-inattention problems of SDQ. Multi-step linear regression analysis was used to investigate the mediating effect of externalizing problems on the relationship between sleep and internalizing problems. RESULTS Sleep in children with ADHD was associated with emotional problems in internalizing problems, and conduct problems in externalizing problems mediated the association between sleep and emotional problems. CONCLUSION For children with ADHD, when it is difficult to identify internalizing problems, especially emotional problems, we can take sleep and externalizing problems as clues to improve our clinical ability to recognize and deal with emotional problems. IMPACT 1. We first explored the possible mediating role of conduct problems between sleep and emotional problems in primary school children with ADHD. 2. When it is difficult to identify internalizing problems, especially emotional problems, we can take sleep and externalizing problems as clues to improve our clinical ability to recognize emotional problems for children with ADHD. 3. For children with ADHD with potential internalizing problems, especially emotional problems, interventions for their sleep and externalizing problems may be the possible methods to deal with.
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Affiliation(s)
- Han-Yu Dong
- Department of Developmental and Behavioral Pediatrics, Children's Medical Center, The First Hospital of Jilin University, Changchun, China
- The Child Health Clinical Research Center of Jilin Province, Changchun, China
| | - Chun-Yue Miao
- Department of Developmental and Behavioral Pediatrics, Children's Medical Center, The First Hospital of Jilin University, Changchun, China
- The Child Health Clinical Research Center of Jilin Province, Changchun, China
| | - Yang Xue
- Department of Developmental and Behavioral Pediatrics, Children's Medical Center, The First Hospital of Jilin University, Changchun, China
- The Child Health Clinical Research Center of Jilin Province, Changchun, China
| | - Yu Zhang
- Department of Developmental and Behavioral Pediatrics, Children's Medical Center, The First Hospital of Jilin University, Changchun, China
- The Child Health Clinical Research Center of Jilin Province, Changchun, China
| | - Ling Shan
- Department of Developmental and Behavioral Pediatrics, Children's Medical Center, The First Hospital of Jilin University, Changchun, China
- The Child Health Clinical Research Center of Jilin Province, Changchun, China
| | - Fei-Yong Jia
- Department of Developmental and Behavioral Pediatrics, Children's Medical Center, The First Hospital of Jilin University, Changchun, China
- The Child Health Clinical Research Center of Jilin Province, Changchun, China
| | - Lin Du
- Department of Developmental and Behavioral Pediatrics, Children's Medical Center, The First Hospital of Jilin University, Changchun, China.
- The Child Health Clinical Research Center of Jilin Province, Changchun, China.
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Merín L, Toledano-González A, Fernández-Aguilar L, Nieto M, Del Olmo N, Latorre JM. Evaluation of the association between excessive screen use, sleep patterns and behavioral and cognitive aspects in preschool population. A systematic review. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02430-w. [PMID: 38565731 DOI: 10.1007/s00787-024-02430-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Accepted: 03/25/2024] [Indexed: 04/04/2024]
Abstract
In this review, we analyzed the possible relationship between the excessive use of screens and sleep patterns, and how this may affect certain behavioral and cognitive factors in preschool children. The selection, extraction and synthesis of the data were conducted according to PRISMA guidelines. The search was carried out in the electronic databases Medline (PubMed), PsycINFO (American Psychological Association), Scopus and Web of Science (WOS). Of the 597 articles initially identified, 13 met the inclusion criteria. The risk of bias of the articles selected was evaluated using a specific scale created for this purpose. The results found indicate that excessive use of screens is associated with a negative impact on the duration and quality of sleep-in preschoolers, and this worsening of sleep in infancy is related with a greater probability of the appearance of internalizing and externalizing behavioral problems and certain cognitive problems. The results also suggest that sleep could play a mediating or moderating role as a bioregulatory system that attenuates or increases the onset of behavioral and cognitive difficulties in those children most exposed to digital devices.
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Affiliation(s)
- Llanos Merín
- Department of Psychology, Faculty of Education, University of Castilla-La Mancha, Albacete, Spain
| | - Abel Toledano-González
- Department of Psychology, Faculty of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Spain
- Biomedicine Institute, University of Castilla La Mancha, Albacete, Spain
| | - Luz Fernández-Aguilar
- Biomedicine Institute, University of Castilla La Mancha, Albacete, Spain.
- Department of Psychology, Faculty of Law, University of Castilla-La Mancha, Albacete, Spain.
| | - Marta Nieto
- Biomedicine Institute, University of Castilla La Mancha, Albacete, Spain
- Department of Psychology, Faculty of Medicine, University of Castilla-La Mancha, Albacete, Spain
| | - Nuria Del Olmo
- Department of Psychobiology, Faculty of Psychology, National University of Distance Education, Madrid, Spain
| | - José M Latorre
- Biomedicine Institute, University of Castilla La Mancha, Albacete, Spain
- Department of Psychology, Faculty of Medicine, University of Castilla-La Mancha, Albacete, Spain
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Adams EL, Edgar A, Mosher P, Burkart S, Armstrong B, Glenn Weaver R, Beets MW, Rebekah Siceloff E, Savidge M, Dugger R, Prinz RJ. A comparison of perceived barriers to optimal child sleep among families with low and high income. Sleep Health 2024; 10:182-189. [PMID: 38245475 PMCID: PMC11089667 DOI: 10.1016/j.sleh.2023.12.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 08/15/2023] [Accepted: 12/15/2023] [Indexed: 01/22/2024]
Abstract
OBJECTIVE Families with low-income experience suboptimal sleep compared to families with higher-income. Unique drivers likely contribute to these disparities, along with factors that universally impede sleep patterns, despite income level. To inform intervention tailoring, this mixed-methods study gathered parent's perceptions about child sleep challenges to identify similarities/differences in families with lower-income and higher-income. METHODS Parents who experienced difficulties with their child (ages 2-4years) sleep were categorized as lower income (n = 15; $30,000 ± 17,845/year) or higher income (n = 15; $142,400 ± 61,373/year). Parents completed a survey and semistructured interview to explore barriers and facilitators for child sleep. Two coders independently evaluated transcripts for lower-income and higher-income groups using inductive analyses. Constant-comparison methods generated themes and characterized similarities/differences by income group. RESULTS Groups were similar in themes related to diverse bedtime routines, nighttime struggles with child sleep, parent strategies to reduce night wakings, parent effort to provide a sleep-promoting environment, and presence of electronic rules. Groups differed in themes related to factors influencing routine setting (eg, lower income: external factors influencing routines; higher income: personal attributes for structure), parent appraisal of child sleep (eg, higher income: ambivalence; lower income: mostly negative appraisal), nap timing and duration (eg, lower income: longer naps), and strategy utilization and pursuit of resources (eg, higher income: more parents tried various strategies and accessed online/print resources). CONCLUSIONS Parents experienced many similar barriers to child sleep, with a few distinct differences by income group. These findings can inform future intervention components for all families, as well as customized components to address the unique needs of families across income levels.
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Affiliation(s)
- Elizabeth L Adams
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States; Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States.
| | - Amanda Edgar
- Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States
| | - Peyton Mosher
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States
| | - Sarah Burkart
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States; Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States
| | - Bridget Armstrong
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States; Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States
| | - R Glenn Weaver
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States; Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States
| | - Michael W Beets
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States; Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States
| | - E Rebekah Siceloff
- Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States
| | - Meghan Savidge
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States
| | - Roddrick Dugger
- Department of Exercise Science, University of South Carolina, Columbia, South Carolina, United States
| | - Ronald J Prinz
- Research Center for Child Well-Being, University of South Carolina, Columbia, South Carolina, United States; Department of Psychology, University of South Carolina, Columbia, South Carolina, United States
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Hash JB, Walker AJ, Ward TM, Oxford ML, Spieker SJ. Trying to Do What's Best: Maternal Perspectives About Toddler Sleep Health Among an Underresourced Sample of Mothers With Diverse Racial and Ethnic Identities. J Pediatr Health Care 2024; 38:160-171. [PMID: 38429028 PMCID: PMC10987074 DOI: 10.1016/j.pedhc.2023.12.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 11/29/2023] [Accepted: 12/03/2023] [Indexed: 03/03/2024]
Abstract
INTRODUCTION This study describes mothers' knowledge, attitudes, beliefs, and practices about their toddler's sleep health among an underresourced sample of mothers with diverse racial and ethnic identities. METHOD This was a descriptive qualitative study with 16 mothers and their 12- to 36-month-old child. Mothers completed a semistructured, audio-recorded interview about their toddler's sleep health. Data were analyzed using inductive content analysis on the basis of established methods. RESULTS Mothers self-identified as 18.8% Black, 43.8% White, 12.5% multiracial, 25.0% other race, and 37.5% Hispanic. Of the mothers, 80.0% reported a past year household income of ≤ $40,000. A core construct, "Trying to do What's Best," emerged from the interview data, and this construct included three domains: Getting Good Sleep, Getting Thrown Off, and Rolling With It. DISCUSSION Findings support future strengths-based and multilevel sleep health-promoting interventions.
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Levenson JC, Joseph HM, Merranko J, Hafeman DM, Monk K, Goldstein BI, Axelson D, Sakolsky D, Diler RS, Goldstein T, Birmaher B. Sleep patterns among preschool offspring of parents with and without psychopathology: Association with the development of psychopathology in childhood. Bipolar Disord 2024; 26:176-185. [PMID: 37558614 PMCID: PMC10853485 DOI: 10.1111/bdi.13376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/11/2023]
Abstract
BACKGROUND Disturbed sleep during early childhood predicts social-emotional problems. However, it is not known how various early childhood sleep phenotypes are associated with the development of childhood psychopathology, nor whether these relationships vary as a function of parental psychopathology. We identified sleep phenotypes among preschool youth; examined whether these phenotypes were associated with child and parent factors; and determined if early sleep phenotypes predicted later childhood psychopathology. METHODS Using data from the Pittsburgh Bipolar Offspring study, parents with bipolar disorder (BD), non-BD psychopathology, and healthy controls reported about themselves and their offspring (n = 218) when their children were ages 2-5. Offspring and parents were interviewed directly approximately every 2 years from ages 6-18. Latent class analysis (LCA) identified latent sleep classes; we compared these classes on offspring demographics, parental sleep variables, and parental diagnoses. Kaplan-Meier survival models estimated hazard of developing any new-onset Axis-I disorders, as well as BD specifically, for each class. RESULTS The optimal LCA solution featured four sleep classes, which we characterized as (1) good sleep, (2) wake after sleep onset problems, (3) bedtime problems (e.g., trouble falling asleep, resists going to bed), and (4) poor sleep generally. Good sleepers tended to have significantly less parental psychopathology than the other three classes. Risk of developing new-onset Axis-I disorders was highest among the poor sleep class and lowest among the good sleep class. CONCLUSIONS Preschool sleep phenotypes are an important predictor of the development of psychopathology. Future work is needed to understand the biopsychosocial processes underlying these trajectories.
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Affiliation(s)
- Jessica C Levenson
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
- Department of Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Heather M Joseph
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
- Department of Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - John Merranko
- Western Psychiatric Hospital, UPMC, Pittsburgh, Pennsylvania, USA
| | - Danella M Hafeman
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Kelly Monk
- Western Psychiatric Hospital, UPMC, Pittsburgh, Pennsylvania, USA
| | - Benjamin I Goldstein
- Center for Addiction and Mental Health, University of Toronto Faculty of Medicine, Toronto, Ontario, Canada
| | - David Axelson
- Department of Psychiatry and Behavioral Health, Nationwide Children's Hospital and The Ohio State College of Medicine, Columbus, Ohio, USA
| | - Dara Sakolsky
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Rasim S Diler
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
| | - Tina Goldstein
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
- Department of Psychology, University of Pittsburgh Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Boris Birmaher
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
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Waldman MR, Raikes A, Hepworth K, Black MM, Cavallera V, Dua T, Janus M, Martin-Herz SP, McCoy DC, Weber AM. Psychometrics of psychosocial behavior items under age 6 years: Evidence from Nebraska, USA. Infant Ment Health J 2024; 45:56-78. [PMID: 38053329 DOI: 10.1002/imhj.22090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 10/11/2023] [Accepted: 10/19/2023] [Indexed: 12/07/2023]
Abstract
Because healthy psychosocial development in the first years of life is critical to lifelong well-being, governmental, and nongovernmental organizations are increasingly interested in monitoring psychosocial behaviors among populations of children. In response, the World Health Organization is developing the Global Scales of Early Development Psychosocial Form (GSED PF) to facilitate population-level psychosocial monitoring. Once validated, the GSED PF will be an open-access, caregiver-reported measure of children's psychosocial behaviors that is appropriate for infants and young children. This study examines the psychometric validity evidence from 45 items under consideration for inclusion in the GSED PF. Using data from N = 836 Nebraskan (USA) children aged 180 days to 71 months, results indicate that scores from 44 of the 45 (98%) items exhibit positive evidence of validity and reliability. A bifactor model with one general factor and five specific factors best fit the data, exhibited strong reliability, and acceptable model fit. Criterion associations with known predictors of children's psychosocial behaviors were in the expected direction. These findings suggest that measurement of children's psychosocial behaviors may be feasible, at least in the United States. Data from more culturally and linguistically diverse settings is needed to assess these items for global monitoring.
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Affiliation(s)
- Marcus R Waldman
- Department of Health Promotion, College of Public Health, University of Nebraska Medical Center, Omaha, USA
| | - Abbie Raikes
- Department of Health Promotion, College of Public Health, University of Nebraska Medical Center, Omaha, USA
| | - Katelyn Hepworth
- College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, USA
| | - Maureen M Black
- Department of Pediatrics, University of Maryland School of Medicine, Baltimore, USA
- RTI International, Research Triangle Park, USA
| | - Vanessa Cavallera
- Department of Mental Health and Substance Use, World Health Organization†, Geneva, Switzerland
| | - Tarun Dua
- Department of Mental Health and Substance Use, World Health Organization†, Geneva, Switzerland
| | - Magdalena Janus
- Offord Centre for Child Studies, Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Susanne P Martin-Herz
- Department of Pediatrics, Division of Developmental Medicine, University of California San Francisco, San Francisco, USA
| | - Dana C McCoy
- Harvard Graduate School of Education, Cambridge, USA
| | - Ann M Weber
- School of Public Health, University of Nevada, Reno, USA
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Duarte A, Martins S, Lopes L, Silva MJ, Augusto C, Santos R, Rosário R. Is the association between sleep and socio-emotional development mediated by weight in toddlers aged 12 to 36 months? Front Psychol 2023; 14:1190081. [PMID: 38125855 PMCID: PMC10731978 DOI: 10.3389/fpsyg.2023.1190081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Accepted: 11/14/2023] [Indexed: 12/23/2023] Open
Abstract
Introduction Childhood is an important stage for socio-emotional development. Understanding the associations of lifestyle habits with the healthy development of social and emotional skills is crucial for better interventions early in life. This study aims to analyze the association between sleep and socio-emotional development in toddlers aged 12 to 36 months and examine whether weight mediated these associations. Methods This study is part of a cluster randomized controlled trial developed in Portuguese childcare centers. A sample of 344 children (176 females) enrolled in the study. Participants' anthropometrics were measured while at childcare centers using standardized procedures. Body mass index (BMI) was computed as the body weight/height2 (kg/m2) ratio. Sleep quality was collected with the Tayside Children's Sleep Questionnaire, a 10-item scale that evaluates the child's ability to initiate and maintain sleep. Two additional questions regarding sleep duration were added. Parental questionnaires assessed the child's sex and date of birth, socioeconomic status, and total energy intake (TEI). Motor (fine and gross) was assessed using Bayley-III scales and socio-emotional (SE) by the Greenspan Social-Emotional Growth Chart questionnaire. Linear regression models were used to examine the associations between sleep (duration and quality) and SE with adjustments for sex, age, BMI, mothers' education, motor development, and TEI. Mediation analysis was conducted using path analysis. Results SE development was significantly associated with nighttime sleep duration even when adjusted for confounders (β = 0.223; 95% CI: 0.001, 0.004 and β = 0.168; 0.0003, 0.003; respectively). Sleep quality was not significantly associated with SE development, and the weight did not explain the associations between sleep and SE development. Conclusion This study supports that sleep duration is directly associated with SE development in toddlers. From a public health perspective, sleep duration should be prioritized in intervention programs to improve socio-emotional development early in life.
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Affiliation(s)
- Ana Duarte
- The Health Sciences Research Unit: Nursing (UICISA: E), School of Nursing of Coimbra (ESEnfC), Coimbra, Portugal
- Research Centre on Child Studies (CIEC), Institution of Education, University of Minho, Braga, Portugal
| | - Silvana Martins
- The Health Sciences Research Unit: Nursing (UICISA: E), School of Nursing of Coimbra (ESEnfC), Coimbra, Portugal
| | - Luís Lopes
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sports, University of Porto, Porto, Portugal
| | - Maria José Silva
- The Health Sciences Research Unit: Nursing (UICISA: E), School of Nursing of Coimbra (ESEnfC), Coimbra, Portugal
- Nursing Research Centre, School of Nursing, University of Minho, Braga, Portugal
- School of Nursing, University of Minho, Braga, Portugal
| | - Cláudia Augusto
- The Health Sciences Research Unit: Nursing (UICISA: E), School of Nursing of Coimbra (ESEnfC), Coimbra, Portugal
- Nursing Research Centre, School of Nursing, University of Minho, Braga, Portugal
- School of Nursing, University of Minho, Braga, Portugal
| | - Rute Santos
- Research Centre on Child Studies (CIEC), Institution of Education, University of Minho, Braga, Portugal
- Institute of Education, University of Minho, Braga, Portugal
| | - Rafaela Rosário
- The Health Sciences Research Unit: Nursing (UICISA: E), School of Nursing of Coimbra (ESEnfC), Coimbra, Portugal
- Research Centre on Child Studies (CIEC), Institution of Education, University of Minho, Braga, Portugal
- Nursing Research Centre, School of Nursing, University of Minho, Braga, Portugal
- School of Nursing, University of Minho, Braga, Portugal
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McQuillan ME, Bates JE, Hoyniak CP, Staples AD, Honaker SM. Children's Sleep and Externalizing Problems: A Day-to-day Multilevel Modeling Approach. Behav Sleep Med 2023; 21:712-726. [PMID: 36514294 PMCID: PMC10261512 DOI: 10.1080/15402002.2022.2156510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
BACKGROUND Sleep problems and externalizing problems tend to be positively associated, but the direction of this association is unclear. METHOD Day-to-day associations between sleep and behavior were examined in children (N = 22) ages 3-8 with clinical levels of externalizing problems. These children were enrolled in Parent Management Training and behavioral sleep intervention. During assessments before and after treatment, children wore actigraphs for seven days and parents concurrently completed sleep diaries and daily tallies of noncompliance, aggression, and tantrums. Multilevel modeling was used to account for the nested structure of the data, at the day-to-day level (level 1), within assessment points (level 2), and within children (level 3). RESULTS Late sleep timing and fragmentation were predictive of next-day noncompliance and tantrums, respectively. There were fewer associations for a given day's behavior predicting that night's sleep, although children who showed more aggression and noncompliance at baseline tended to have later bedtimes and sleep onset times compared to other children.
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Petit D, Touchette E, Pennestri MH, Paquet J, Côté S, Tremblay RE, Boivin M, Montplaisir JY. Nocturnal sleep duration trajectories in early childhood and school performance at age 10 years. J Sleep Res 2023; 32:e13893. [PMID: 36973015 DOI: 10.1111/jsr.13893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 03/07/2023] [Accepted: 03/07/2023] [Indexed: 03/29/2023]
Abstract
Sleep plays a fundamental role in brain development and resultant functions. The aim was to verify whether nocturnal sleep duration during early childhood has long-term associations with academic achievement at age 10 years. The present study is part of the Quebec Longitudinal Study of Child Development, a representative cohort of infants born in 1997-1998 in the province of Quebec, Canada. Children with known neurological conditions were excluded from this cohort. Four trajectories of parent-reported nocturnal sleep duration at ages 2.5, 3, 4, 5 and 6 years were determined using a SAS procedure named PROC TRAJ. Sleep duration at age 10 years was also reported. Teachers provided data on academic performance when the children were age 10 years. These data were available for 910 children (430 boys, 480 girls; 96.6% Caucasians). Univariate and multivariable logistic regressions were performed using SPSS. Children who slept less than 8 hr per night at 2.5 years but normalized later on (Traj1) had three-five times the odds of having grades below the class average in reading, writing, mathematics and science compared with children who slept sufficiently (Traj3-4: 10-11 hr per night). Children who slept about 9 hr per night throughout childhood (Traj2) had two-three times the odds of being below the class average in mathematics and science. Sleep duration at age 10 years was not correlated with the academic performance. These results point to the presence of a very important early period during which sufficient sleep is needed to fine-tune the functions necessary for academic achievement later on.
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Affiliation(s)
- Dominique Petit
- Center for Advanced Research in Sleep Medicine, Hôpital du Sacré-Cœur de Montréal, CIUSSS du Nord-de-I'lle-de-Montréal, Montreal, Quebec, Canada
- Department of Psychiatry, Université de Montréal, Montreal, Quebec, Canada
| | - Evelyne Touchette
- Center for Advanced Research in Sleep Medicine, Hôpital du Sacré-Cœur de Montréal, CIUSSS du Nord-de-I'lle-de-Montréal, Montreal, Quebec, Canada
- Department of Psychoeducation, Université du Québec à Trois-Rivières, Trois-Rivières, Quebec, Canada
- Research Unit on Children's Psychosocial Maladjustment, Laval University, Quebec City, Quebec, Canada
| | - Marie-Hélène Pennestri
- Center for Advanced Research in Sleep Medicine, Hôpital du Sacré-Cœur de Montréal, CIUSSS du Nord-de-I'lle-de-Montréal, Montreal, Quebec, Canada
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
- Hôpital en Santé Mentale Rivière-des-Prairies, CIUSSS du Nord-de-I'lle-de-Montréal, Montreal, Quebec, Canada
| | - Jean Paquet
- Center for Advanced Research in Sleep Medicine, Hôpital du Sacré-Cœur de Montréal, CIUSSS du Nord-de-I'lle-de-Montréal, Montreal, Quebec, Canada
- Department of Psychiatry, Université de Montréal, Montreal, Quebec, Canada
| | - Sylvana Côté
- Department of Social and Preventive Medicine, Université de Montréal, Montreal, Quebec, Canada
- Research Unit on Children's Psychosocial Maladjustment, Université de Montréal, Montreal, Quebec, Canada
| | - Richard E Tremblay
- Department of Psychiatry, Université de Montréal, Montreal, Quebec, Canada
- Research Unit on Children's Psychosocial Maladjustment, Université de Montréal, Montreal, Quebec, Canada
- School of Public Health, Physiotherapy and Population Science, University College Dublin, Dublin, Ireland
| | - Michel Boivin
- Research Unit on Children's Psychosocial Maladjustment, Laval University, Quebec City, Quebec, Canada
| | - Jacques Y Montplaisir
- Center for Advanced Research in Sleep Medicine, Hôpital du Sacré-Cœur de Montréal, CIUSSS du Nord-de-I'lle-de-Montréal, Montreal, Quebec, Canada
- Department of Psychiatry, Université de Montréal, Montreal, Quebec, Canada
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Williamson AA, Min J, Fay K, Cicalese O, Meltzer LJ, Mindell JA. A multimethod evaluation of bed provision and sleep education for young children and their families living in poverty. J Clin Sleep Med 2023; 19:1583-1594. [PMID: 37086055 PMCID: PMC10476044 DOI: 10.5664/jcsm.10614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 04/06/2023] [Accepted: 04/06/2023] [Indexed: 04/23/2023]
Abstract
STUDY OBJECTIVES We evaluated the impact of bed provision and sleep education through the Beds for Kids (BfK) program on early childhood sleep and behavior and maternal mood and sleep. METHODS Twenty-seven mother-child dyads (childage= 2-5 years, 85.2% Black) living in poverty and without an individual child bed were randomly assigned (multimethod randomized waitlist control trial design) to BfK intervention ∼1 week postbaseline (initial intervention) or ∼2 weeks postbaseline (waitlist control), with follow-up at 1 month. BfK intervention (home bed delivery and written sleep health education) was provided to all families. Children wore actigraphs and mothers completed daily diaries to assess child and maternal sleep, child behavior, and maternal mood for the initial 1-week comparison period. Maternal-reported child sleep and behavior (internalizing and externalizing problems) were collected at 1 month after BfK participation for all families; 11 families completed a qualitative interview at 1-month follow-up. RESULTS At 1 week after BfK, mothers' sleep duration increased by 1 hour compared to that of waitlist controls. No changes were found in child sleep, child behavior, or maternal mood. However, at 1 month after BfK intervention, improvements were found in mother-reported child night awakenings, sleep quality, sleep problems, and behavior. Mothers qualitatively reported significant BfK benefits for child sleep and family well-being, although they noted challenges to transitioning young children to sleeping independently. CONCLUSIONS Bed provision and sleep education for families living in poverty has an immediate impact on maternal sleep and reported well-being. Child sleep and behavioral improvements are seen by 1 month, with children experiencing an initial adjustment period to sleeping independently. CLINICAL TRIAL REGISTRATION Registry: ClinicalTrials.gov; Name: Impact of Beds for Kids Program on Child Sleep; URL: https://www.clinicaltrials.gov/ct2/show/NCT03392844; Identifier: NCT03392844. CITATION Williamson AA, Min J, Fay K, Cicalese O, Meltzer LJ, Mindell JA. A multimethod evaluation of bed provision and sleep education for young children and their families living in poverty. J Clin Sleep Med. 2023;19(9):1583-1594.
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Affiliation(s)
- Ariel A. Williamson
- Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
- Beds for Kids Program, One House at a Time, Huntingdon Valley, Pennsylvania
| | - Jungwon Min
- Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Kate Fay
- Beds for Kids Program, One House at a Time, Huntingdon Valley, Pennsylvania
| | - Olivia Cicalese
- Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
| | | | - Jodi A. Mindell
- Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
- Department of Psychology, Saint Joseph’s University, Philadelphia, Pennsylvania
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11
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Donovan CL, Shiels A, Legg M, Meltzer LJ, Farrell LJ, Waters AM, Gradisar M. Treating sleep problems in young children: A randomised controlled trial of a group-based, parent-focused behavioural sleep intervention. Behav Res Ther 2023; 167:104366. [PMID: 37421900 DOI: 10.1016/j.brat.2023.104366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 02/20/2023] [Accepted: 07/03/2023] [Indexed: 07/10/2023]
Abstract
This study tested the efficacy of a 5 × 1.5 h/session, group-based, parent-focused, behavioural intervention (BI) targeting sleep problems in preschool children. Parents were randomised to either the BI (N = 62) or care as usual (CAU; N = 66) conditions. Outcomes included sleep, anxiety, behavioural problems, internalising and externalising symptoms, transition to school and academic achievement. Assessments were conducted at pre- and post-BI intervention (in the year prior to formal schooling), and then at follow-ups 1 and 2 in the first year of formal schooling. Relative to the CAU, the BI condition demonstrated significantly greater improvements in sleep, anxiety, behaviour problems and internalising and externalising symptoms from pre-to post-intervention. Improvements in sleep, anxiety, and internalising symptoms were maintained, while behaviour and externalising symptoms were further improved upon at school follow-up 2. For the BI group, improvements in sleep at post-intervention were found to mediate improvements in anxiety, internalising, and externalising symptoms, but not behaviour problems, at school follow-ups 1 and 2. There were no significant effects of condition on school transition or academic outcome measures. The results suggest that the BI is effective for sleep, anxiety, behaviour, internalising and externalising symptoms, but not for school transition or academic outcomes. ANZCTR NUMBER: ACTRN12618001161213.
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Affiliation(s)
| | - Amy Shiels
- School of Applied Psychology, Griffith University, QLD, Australia
| | - Melissa Legg
- School of Applied Psychology, Griffith University, QLD, Australia
| | - Lisa J Meltzer
- Department of Pediatrics, National Jewish Health, Denver, CO, USA
| | - Lara J Farrell
- School of Applied Psychology, Griffith University, QLD, Australia
| | - Allison M Waters
- School of Applied Psychology, Griffith University, QLD, Australia
| | - Michael Gradisar
- Wink Sleep Pty Ltd, SA, Australia; Sleep Cycle AB, Gothenburg, Sweden
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12
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Adams EL, Edgar A, Mosher P, Armstrong B, Burkart S, Weaver RG, Beets MW, Siceloff ER, Prinz RJ. Barriers to Optimal Child Sleep among Families with Low Income: A Mixed-Methods Study to Inform Intervention Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:862. [PMID: 36613199 PMCID: PMC9820071 DOI: 10.3390/ijerph20010862] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/20/2022] [Accepted: 12/27/2022] [Indexed: 06/17/2023]
Abstract
This study gathered formative data on barriers to optimal child sleep to inform the development of a sleep intervention for parents of preschool-aged children in low-income households. Parents (n = 15, age: 34 ± 8 years, household income: $30,000 ± 17,845/year) reporting difficulties with their child's sleep participated in this study. Mixed methods included an online survey and semi-structured phone interview. Items assessed barriers/facilitators to optimal child sleep and intervention preferences. Interview transcripts were coded using inductive analyses and constant-comparison methods to generate themes. Derived themes were then mapped onto the Theoretical Domains Framework to contextualize barriers and inform future intervention strategies. Themes that emerged included: stimulating bedtime activities, child behavior challenges, variability in children's structure, parent work responsibilities, sleep-hindering environment, and parent's emotional capacity. Parent's intervention preferences included virtual delivery (preferred by 60% of parents) to reduce barriers and provide flexibility. Mixed preferences were observed for the group (47%) vs. individual (53%) intervention sessions. Parents felt motivated to try new intervention strategies given current frustrations, the potential for tangible results, and knowing others were in a similar situation. Future work will map perceived barriers to behavior change strategies using the Behavior Change Wheel framework to develop a parenting sleep intervention.
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Affiliation(s)
- Elizabeth L. Adams
- Department of Exercise Science, University of South Carolina, 921 Assembly Street, Columbia, SC 29208, USA
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
| | - Amanda Edgar
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
| | - Peyton Mosher
- Department of Exercise Science, University of South Carolina, 921 Assembly Street, Columbia, SC 29208, USA
| | - Bridget Armstrong
- Department of Exercise Science, University of South Carolina, 921 Assembly Street, Columbia, SC 29208, USA
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
| | - Sarah Burkart
- Department of Exercise Science, University of South Carolina, 921 Assembly Street, Columbia, SC 29208, USA
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
| | - R. Glenn Weaver
- Department of Exercise Science, University of South Carolina, 921 Assembly Street, Columbia, SC 29208, USA
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
| | - Michael W. Beets
- Department of Exercise Science, University of South Carolina, 921 Assembly Street, Columbia, SC 29208, USA
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
| | - E. Rebekah Siceloff
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
| | - Ronald J. Prinz
- Research Center for Child Well-Being, University of South Carolina, 1400 Pickens Street, Suite 400, Columbia, SC 29201, USA
- Department of Psychology, Barnwell College, University of South Carolina, 1512 Pendleton Street, Columbia, SC 29208, USA
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13
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Hoyniak CP, Whalen D, Hennefield L, Tillman R, Barch DM, Luby JL. Early childhood sleep problems predict increased risk for the later development of suicidal thoughts. JOURNAL OF PSYCHOPATHOLOGY AND CLINICAL SCIENCE 2023; 132:13-25. [PMID: 36265054 PMCID: PMC9870931 DOI: 10.1037/abn0000787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Suicidal thoughts and behaviors in youth are an escalating and immediate public health concern. To better understand youth suicidal thoughts and behaviors, it is important to identify risk factors in early childhood that predict the later emergence of youth suicidal thoughts and behaviors. Research with adults and adolescents has identified sleep disturbances as a risk factor for suicidal thoughts and behaviors, but this has yet to be examined in early childhood. Using a prospective, 17-year longitudinal design, the current study explored the association between early childhood sleep disturbances and concurrent and later suicidal thoughts and behaviors (in separate models) across childhood and adolescence. Results indicate that sleep problems in early childhood are associated with increased probability for suicidal thoughts after age 8, even when controlling for prior and concurrent depression severity. Our findings suggest that early childhood sleep difficulties warrant increased clinical attention and management, as they may contribute to the maintenance and exacerbation of suicidal thoughts over time. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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14
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Turnbull KLP, Cubides Mateus DM, LoCasale-Crouch J, Lewin DS, Williford AP. Sleep Patterns and School Readiness of Pre-Kindergarteners from Racially and Ethnically Diverse, Low-Income Backgrounds. J Pediatr 2022; 251:178-186. [PMID: 35940290 PMCID: PMC10621568 DOI: 10.1016/j.jpeds.2022.07.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 07/07/2022] [Accepted: 07/20/2022] [Indexed: 10/15/2022]
Abstract
OBJECTIVE To explore patterns in parent-reported child sleep health and to investigate connections between such patterns and school readiness for newly enrolled prekindergarten (PreK) attendees from racially and ethnically diverse, low-income backgrounds. STUDY DESIGN In a secondary analysis from a larger multiple-cohort longitudinal observational study of prekindergartners in low-income families, parental reports of sleep health for 351 children (mean age, 52.8 ± 3.5 months) during the first month of PreK were analyzed. Children also had completed direct assessments measuring language, literacy, mathematics, and executive functioning, and teachers rated children's social-emotional-behavioral competencies and approaches to learning at PreK entry. We performed latent class analyses to identify patterns in sleep health and used regression models to examine concurrent associations between child sleep health patterns and school readiness competencies across 6 domains: language, literacy, mathematics, executive functioning, social-emotional-behavioral, and approaches to learning. RESULTS Two classes emerged reflecting more and less desirable patterns of sleep health. Children classified in the earlier, longer, consistent sleep health class (87% of children) experienced earlier bedtimes, longer night-time sleep durations, more consistent sleep routines, less caffeine consumption ≤3 hours before bedtime, and scored higher on a direct assessment of expressive vocabulary and on teacher-reported measures of social-emotional-behavioral competencies and learning approaches than their peers in the later, shorter, inconsistent sleep health class (13% of children). CONCLUSIONS Consistent sleep routines and more optimal sleep health may serve as a protective mechanism for the language development, social-emotional-behavioral regulation, and approaches to learning of PreK from racially and ethnically diverse, low-income backgrounds. Clinician-parent discussions regarding optimal sleep health may provide key opportunities for targeted education that promotes school readiness skill development.
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Affiliation(s)
- Khara L P Turnbull
- School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA.
| | - Deiby Mayaris Cubides Mateus
- School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA
| | - Jennifer LoCasale-Crouch
- School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA
| | - Daniel S Lewin
- Children's National Health System, George Washington University School of Medicine, Washington, DC
| | - Amanda P Williford
- School of Education and Human Development, Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA
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15
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Williams KE, Berthelsen D, Laurens KR. Academic resilience from school entry to third grade: Child, parenting, and school factors associated with closing competency gaps. PLoS One 2022; 17:e0277551. [PMID: 36449482 PMCID: PMC9710847 DOI: 10.1371/journal.pone.0277551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 10/28/2022] [Indexed: 12/05/2022] Open
Abstract
There is substantial evidence confirming that children who begin school with strong developmental skills tend to maintain positive academic trajectories across the elementary school years. Much less is known about children who begin school with poorer developmental competencies yet go on to achieve academically on par with, or above, their initially more competent peers, demonstrating academic resilience. This study used a large population dataset, the Longitudinal Study of Australian Children (n = 2,118) to identify children who demonstrated academic resilience between school entry and third grade, and the child, parenting, and school characteristics associated with this resilience. Findings show that two in five children who were initially identified as academically vulnerable on a school entry measure of language and cognitive skills were classified as academically resilient by Grade 3. In multivariate analysis, higher attentional regulation and receptive vocabulary skills were key factors associated with academic resilience in reading and numeracy, along with paternal consistency (for reading resilience) and fewer sleep problems (for numeracy resilience). Bivariate relations (ANOVAs) showed that resilient children, when compared to children who remained vulnerable, also showed fewer peer problems, fewer behavioral sleep problems, higher levels of parenting consistency and lower levels of parenting anger by mothers and fathers, higher levels of parental engagement in children's school, and higher levels of teacher self-efficacy. Supporting resilient pathways for children who are identified as vulnerable at school entry should include a particular focus on vocabulary development and attentional regulation, along with social skills and peer relationships, school-based parental engagement, and positive parenting support.
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Affiliation(s)
- Kate E. Williams
- Queensland University of Technology (QUT), Centre for Child and Family Studies, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), School of Early Childhood and Inclusive Education, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), Centre for Child Health and Well-being, Brisbane, Qld, Australia
- * E-mail:
| | - Donna Berthelsen
- Queensland University of Technology (QUT), Centre for Child and Family Studies, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), School of Early Childhood and Inclusive Education, Kelvin Grove, Qld, Australia
| | - Kristin R. Laurens
- Queensland University of Technology (QUT), Centre for Child Health and Well-being, Brisbane, Qld, Australia
- Queensland University of Technology (QUT), School of Psychology and Counselling, Kelvin Grove, Qld, Australia
- Queensland University of Technology (QUT), Centre for Inclusive Education (C4IE), Kelvin Grove, Qld, Australia
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16
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Schild CE, Meigen C, Kappelt J, Kiess W, Poulain T. Associations between sociodemographic and behavioural parameters and child development depending on age and sex: a cross-sectional analysis. BMJ Open 2022; 12:e065936. [PMID: 36323480 PMCID: PMC9639104 DOI: 10.1136/bmjopen-2022-065936] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
OBJECTIVES To explore environmental and individual factors that are associated with child development and to investigate whether the strength of these associations differs according to the age of the children. DESIGN Cross-sectional study. SETTING This study was part of the LIFE Child study, a large cohort study conducted in Leipzig, Germany. PARTICIPANTS 778 children aged between 0.5 and 6 years (48.6% girls, mean age=2.67 years). OUTCOME MEASURES The outcomes were cognitive development, language development, body and hand motor skills, social-emotional development, and tracing skills, measured with a standardised development test. We analysed the associations between development and gestational age, socioeconomic status (SES), sex, behavioural difficulties, siblings, sleep duration, breastfeeding duration and overweight/obesity. We also tested for interactions between these variables and child age or sex. RESULTS Higher gestational age (b ranging between 0.12 and 0.26) and higher SES (b ranging between 0.08 and 0.21) were associated with better outcomes in almost all developmental domains (all p<0.019). Children with older siblings had improved body and hand motor skills compared with children without older siblings (both b=0.55, all p<0.029). Boys had poorer scores than girls in body and hand motor skills and tracing (b=-0.45, -0.68 and -1.5, all p<0.019). Children with behavioural difficulties had significantly poorer outcomes in most developmental domains. Some of the associations with SES and sex were stronger in older than in younger children. Associations between gestational age and motor development were weaker in older children. We did not find significant associations between child development and sleep duration, breastfeeding duration or overweight/obesity. CONCLUSION Some factors had a protective, others an adverse effect on development of children under 6 years of age. The effect of SES and sex increased, while the effect of gestational age decreased with age. TRIAL REGISTRATION NUMBER NCT02550236.
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Affiliation(s)
- Clara Elise Schild
- LIFE Leipzig Research Center for Civilization Diseases, Leipzig University, Leipzig, Germany
| | - Christof Meigen
- LIFE Leipzig Research Center for Civilization Diseases, Leipzig University, Leipzig, Germany
| | - Jonas Kappelt
- LIFE Leipzig Research Center for Civilization Diseases, Leipzig University, Leipzig, Germany
| | - Wieland Kiess
- LIFE Leipzig Research Center for Civilization Diseases, Leipzig University, Leipzig, Germany
- Department of Women and Child Health, Hospital for Children and Adolescents and Center for Paediatric Research (CPL), Leipzig University, Leipzig, Germany
| | - Tanja Poulain
- LIFE Leipzig Research Center for Civilization Diseases, Leipzig University, Leipzig, Germany
- Department of Women and Child Health, Hospital for Children and Adolescents and Center for Paediatric Research (CPL), Leipzig University, Leipzig, Germany
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17
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Zhang Z, Okely AD, Pereira JR, Sousa-Sá E, Veldman SLC, Santos R. Associations of sleep characteristics with cognitive and gross motor development in toddlers. Sleep Health 2022; 8:350-355. [PMID: 35752562 DOI: 10.1016/j.sleh.2022.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Revised: 04/07/2022] [Accepted: 04/12/2022] [Indexed: 11/16/2022]
Abstract
OBJECTIVE To examine cross-sectional associations of sleep characteristics (duration, consolidation, timing, variability) with cognitive and gross motor development in toddlers. METHODS Participants were 205 toddlers (19.6 ± 4.3 months) from the GET-UP! STUDY Nap/nighttime sleep onset and offset were measured using an accelerometer and used to calculate nap/nighttime sleep duration. Total sleep duration was calculated and classified as meeting or not meeting the sleep recommendation of the Australian 24-Hour Movement Guidelines (11-14 h/d). Nighttime sleep ratio (ie, nighttime sleep duration: total sleep duration), indicative of consolidation, was expressed as a percent value. Nighttime sleep midpoint (ie, the midpoint between nighttime sleep onset and offset), indicating the lateness of sleep schedules, was converted to a decimal hour. For sleep variability, the intraindividual standard deviation of nighttime sleep duration and nighttime sleep midpoint was calculated, respectively. Cognitive development (Bayley Scales of Infant and Toddler Development-III) and specific domains of gross motor development (Peabody Developmental Motor Scales, 2nd edition) were measured. RESULTS Shorter nap duration (B = -0.87, 95%CI: -1.71, -0.02) and higher nighttime sleep ratio (B = 0.13, 95% CI: 0.02, 0.24) were associated with better cognitive development. Regarding gross motor development, positive associations were found for nighttime sleep duration (object manipulation: B = 0.26, 95% CI: 0.01, 0.51; gross motor quotient: B = 1.21, 95% CI: 0.04, 2.38) and total sleep duration (object manipulation: B = 0.28, 95% CI: 0.03, 0.52); negative associations were found for nighttime sleep midpoint (stationary: B = -0.31; 95% CI: -0.58, -0.06) and nighttime sleep duration variability (stationary: B = -0.32, 95% CI: -0.64, -0.004). CONCLUSIONS In toddlers, more consolidated sleep may be an indicator of better cognitive development. Promoting longer and more consistent nighttime sleep duration, as well as an earlier nighttime sleep schedule, may facilitate gross motor development. However, our findings for the associations of sleep characteristics with cognitive and gross motor development need to be confirmed in prospective studies.
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Affiliation(s)
- Zhiguang Zhang
- Faculty of Education, Beijing Normal University, Beijing, China.
| | - Anthony D Okely
- Early Start, Faculty of Social Sciences, University of Wollongong, NSW, Australia; Illawarra Health and Medical Research Institute, NSW, Australia
| | - João R Pereira
- CIDAF (uid/dtp/04213/2016), University of Coimbra, Coimbra, Portugal; CIDEFES - Centro de Investigação em Desporto, Educação Física e Exercício e Saúde; Universidade Lusófona, Lisbon, Portugal
| | - Eduarda Sousa-Sá
- CIDEFES - Centro de Investigação em Desporto, Educação Física e Exercício e Saúde; Universidade Lusófona, Lisbon, Portugal; Research Centre in Physical Activity, Health and Leisure, University of Porto, Porto, Portugal
| | - Sanne L C Veldman
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Rute Santos
- Research Centre in Physical Activity, Health and Leisure, University of Porto, Porto, Portugal; Laboratory for Integrative and Translational Research in Population Health, Porto, Portugal; Directorate-General of Health, National Physical Activity Promotion Program, Portugal
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18
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Sun X, Wang G, Chen M, Zhao J, Zhang Y, Jiang Y, Zhu Q, Rong T, Jiang F. The effects of improvements of sleep disturbances throughout kindergarten on executive function: A latent change score analysis. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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19
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Nieto M, Motos B, Navarro B, Jimeno MV, Fernández‐Aguilar L, Ros L, Ricarte JJ, Latorre JM. Relation between nighttime sleep duration and executive functioning in a nonclinical sample of preschool children. Scand J Psychol 2022; 63:191-198. [DOI: 10.1111/sjop.12801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 10/03/2021] [Accepted: 11/25/2021] [Indexed: 11/27/2022]
Affiliation(s)
- Marta Nieto
- Department of Psychology University of Castilla La Mancha Albacete Spain
- Applied Cognitive Psychology Unit University of Castilla‐La Mancha Albacete Spain
| | - Beatriz Motos
- Department of Psychology University of Castilla La Mancha Albacete Spain
| | - Beatriz Navarro
- Department of Psychology University of Castilla La Mancha Albacete Spain
- Applied Cognitive Psychology Unit University of Castilla‐La Mancha Albacete Spain
| | - María V. Jimeno
- Department of Psychology University of Castilla La Mancha Albacete Spain
- Applied Cognitive Psychology Unit University of Castilla‐La Mancha Albacete Spain
- School of Law University of Castilla‐La Mancha Albacete Spain
| | - Luz Fernández‐Aguilar
- Department of Psychology University of Castilla La Mancha Albacete Spain
- Applied Cognitive Psychology Unit University of Castilla‐La Mancha Albacete Spain
| | - Laura Ros
- Department of Psychology University of Castilla La Mancha Albacete Spain
- Applied Cognitive Psychology Unit University of Castilla‐La Mancha Albacete Spain
| | - Jorge J. Ricarte
- Department of Psychology University of Castilla La Mancha Albacete Spain
- Applied Cognitive Psychology Unit University of Castilla‐La Mancha Albacete Spain
| | - Jose M. Latorre
- Department of Psychology University of Castilla La Mancha Albacete Spain
- Applied Cognitive Psychology Unit University of Castilla‐La Mancha Albacete Spain
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20
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Propper CB, McLaughlin K, Goldblum J, Camerota M, Gueron-Sela N, Mills-Koonce WR, Wagner NJ. Parenting and maternal reported child sleep problems in infancy predict school-age aggression and inattention. Sleep Health 2021; 8:62-68. [PMID: 34980579 DOI: 10.1016/j.sleh.2021.11.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 11/15/2021] [Accepted: 11/18/2021] [Indexed: 10/19/2022]
Abstract
OBJECTIVE To examine caregiving predictors of maternal reported sleep problems and child behavioral and cognitive outcomes in early childhood. DESIGN A prospective longitudinal study from 6 to 84 months of age. SETTING Lab visits, assessments, and questionnaires conducted with a community-based sample. PARTICIPANTS One hundred sixty-four African American and White children, their mothers, and teachers. MEASUREMENT Parenting behavior was measured during a free-play task at 6 months of age, maternal-report of child sleep problems was completed at 6 timepoints, and teacher report of child aggression and attention was collected in kindergarten and second grade. RESULTS Latent growth curve modeling revealed that maternal reported sleep problems decreased in children from 18 to 84 months and harsh-intrusive parenting at 6 months predicted sleep problems at 18 months. Maternal reported sleep problems at 18 months predicted aggressive behaviors in kindergarten and second grade. CONCLUSION Parenting at 6 months of age exerts an influence on sleep quality at 18 months which is associated with aggressive behavior in early childhood.
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Affiliation(s)
- Cathi B Propper
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA.
| | - Kirsten McLaughlin
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Jessica Goldblum
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Marie Camerota
- Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, Providence, RI
| | - Noa Gueron-Sela
- Department of Psychology, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - W Roger Mills-Koonce
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Nicholas J Wagner
- Department of Psychological and Brain Sciences, Boston University, Boston, Massachusetts, USA
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21
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Preschool sleep and depression interact to predict gray matter volume trajectories across late childhood to adolescence. Dev Cogn Neurosci 2021; 53:101053. [PMID: 34933170 PMCID: PMC8693016 DOI: 10.1016/j.dcn.2021.101053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 11/29/2021] [Accepted: 12/15/2021] [Indexed: 11/21/2022] Open
Abstract
There is a close relationship between sleep and depression, and certain maladaptive outcomes of sleep problems may only be apparent in individuals with heightened levels of depression. In a sample enriched for preschool depression, we examined how sleep and depression in early childhood interact to predict later trajectories of gray matter volume. Participants (N = 161) were recruited and assessed during preschool (ages 3–6 years) and were later assessed with five waves of structural brain imaging, spanning from late childhood to adolescence. Sleep and depression were assessed using a semi-structured parent interview when the children were preschool-aged, and total gray matter volume was calculated at each scan wave. Although sleep disturbances alone did not predict gray matter volume/trajectories, preschool sleep and depression symptoms interacted to predict later total gray matter volume and the trajectory of decline in total gray matter volume. Sleep disturbances in the form of longer sleep onset latencies, increased irregularity in the child’s sleep schedule, and higher levels of daytime sleepiness in early childhood were all found to interact with early childhood depression severity to predict later trajectories of cortical gray matter volume. Findings provide evidence of the interactive effects of preschool sleep and depression symptoms on later neurodevelopment.
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Lee T, Kim J, Park KJ, Kim HW. Sleep difficulties and related behavioral problems in Korean preschool children. Sleep Med 2021; 87:119-126. [PMID: 34571427 DOI: 10.1016/j.sleep.2021.09.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 07/14/2021] [Accepted: 09/03/2021] [Indexed: 01/31/2023]
Abstract
OBJECTIVES Sleep difficulties are associated with various behavioral problems and cognitive development, but the association has not been thoroughly evaluated in preschoolers with and without developmental disability (DD). The aim of this study was to compare the behavioral and cognitive characteristics of poor and good sleepers with and without DD in a community-based sample of preschool children. METHODS We recruited 196 children aged 34-77 months from community-based daycare centers, kindergartens, and special education centers. Children were classified as poor sleepers with DD (n = 23), poor sleepers without DD (n = 23), good sleepers with DD (n = 64), and good sleepers without DD (n = 94). Poor sleepers were defined based on Children's Sleep Habits Questionnaire Total Sleep Disturbance Score (CSHQ TSDS) cutoff of >52. RESULTS When compared to good sleepers with DD, poor sleepers with DD scored significantly higher on the Attention Problems (p = 0.005) and Aggressive Behaviors (p = 0.001) subscales of the CBCL, indicating greater difficulty. Caregivers of the poor sleepers with DD reported more depressive symptoms (p = 0.028) and more stress related to the child (p = 0.002) and the parent (p = 0.045) than caregivers of the good sleepers with DD. On the other hand, when compared to good sleepers without DD, poor sleepers without DD scored significantly higher only on the Anxious/Depressed subscale (p = 0.045) of the CBCL. Cognitive development and adaptive functioning were not significantly different between poor and good sleepers with and without DD. Among the subscales of the CSHQ, the Sleep Onset Delay showed strongest correlation with behavioral measures of the children and distress of the caregivers. CONCLUSION Externalizing problems such as aggressive behaviors, rather than cognitive development, are associated with sleep difficulties in preschool children with DD.
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Affiliation(s)
- Taeyeop Lee
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, South Korea
| | - Jichul Kim
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, South Korea
| | - Kee Jeong Park
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, South Korea
| | - Hyo-Won Kim
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, South Korea.
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Jackson DB, Testa A, Semenza DC. Sleep Duration, Bedtime Consistency, and School Readiness: Findings from the 2016 to 2018 National Survey of Children's Health. J Dev Behav Pediatr 2021; 42:561-568. [PMID: 34518498 DOI: 10.1097/dbp.0000000000000937] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Accepted: 01/15/2021] [Indexed: 11/26/2022]
Abstract
OBJECTIVE The focus of this study is to assess the link between sleep duration, bedtime consistency, and school readiness among a nationally representative sample of preschool-age children in the United States. METHODS A sample of 15,402 preschool-age children (3 to 5 years old) from the 3 most recent cohorts (2016-2018) of the National Survey of Children's Health was used. Information about sleep duration, bedtime consistency, and school readiness was obtained from surveys administered to primary caregivers. Four distinct domains of school readiness were examined: early learning skills, self-regulation, social-emotional development, and physical health and motor development. RESULTS The findings reveal that children who obtain 7 or fewer hours of sleep per night exhibit significant reductions in school readiness both within and across all 4 domains. Similar but more modest patterns emerge among children with inconsistent bedtimes. CONCLUSION Given the potential implications of young children's sleep for school readiness, pediatricians should be prepared and trained to effectively counsel parents about children's sleep patterns during routine well-child visits. Future research should examine whether improvements in sleep hygiene education for parents, behavioral sleep interventions, and/or later school start times once children enter preschool might enhance school readiness by improving children's health and well-being as they enter school.
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Affiliation(s)
- Dylan B Jackson
- Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD
| | - Alexander Testa
- Department of Criminology and Criminal Justice, The University of Texas at San Antonio, San Antonio, TX
| | - Daniel C Semenza
- Camden College of Arts and Sciences, Rutgers University, Camden, NJ
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24
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Hoyniak CP, Whalen DJ, Barch D, Luby JL. Sleep problems in preschool-onset major depressive disorder: the effect of treatment with parent-child interaction therapy-emotion development. Eur Child Adolesc Psychiatry 2021; 30:1463-1474. [PMID: 32935261 PMCID: PMC8120654 DOI: 10.1007/s00787-020-01641-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Accepted: 09/02/2020] [Indexed: 10/23/2022]
Abstract
In school-aged children, adolescents, and adults, more than 72% of individuals diagnosed with major depression report co-occurring sleep problems, but little is known about sleep problems in the context of preschool-onset major depressive disorder (PO-MDD). The current study examined the prevalence of various sleep problems in a sample of young children diagnosed with PO-MDD and explored how the treatment of depression, using a modification of parent-child interaction therapy focused on emotional development (PCIT-ED), affects sleep problems. Participants included 229 preschoolers (ages 3-6 years) who met criteria for PO-MDD and participated a single-blind, randomized control trial comparing PCIT-ED to a waitlist control condition. Children were randomly assigned to either PCIT-ED (n = 114) or the waitlist condition (n = 115). Children were assessed at baseline, immediately after PCIT-ED, and 3 months after treatment completion for parent-reported sleep problems across the domains of insomnia, hypersomnia, daytime fatigue, and a total sleep problem index. In our sample, 45% of children had at least one subthreshold sleep problem, 38.4% had at least one threshold sleep problem, and 72.5% had at least one sleep problem (either threshold or subthreshold). Treatment with PCIT-ED significantly reduced sleep problems, including insomnia, daytime fatigue, and total sleep problems, compared to a waitlist condition, even when controlling for child depression. This reduction was maintained at a 3-month follow-up. Sleep problems are a prevalent co-occurring condition with PO-MDD. Interventions such as PCIT-ED that also effectively reduce sleep problems may be particularly beneficial for recovery from PO-MDD.Clinical trial registration information: a randomized control trial of PCIT-ED for preschool depression; https://clinicaltrials.gov/NCT02076425 .
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Affiliation(s)
- Caroline P Hoyniak
- Department of Psychiatry, Washington University School of Medicine, 4444 Forest Park Avenue, St. Louis, MO, 63108, USA.
| | - Diana J Whalen
- Department of Psychiatry, Washington University School of Medicine, 4444 Forest Park Avenue, St. Louis, MO, 63108, USA
| | - Deanna Barch
- Department of Psychiatry, Washington University School of Medicine, 4444 Forest Park Avenue, St. Louis, MO, 63108, USA
- Department of Psychology, Washington University, St. Louis, MO, USA
- Department of Radiology, Washington University, St. Louis, MO, USA
| | - Joan L Luby
- Department of Psychiatry, Washington University School of Medicine, 4444 Forest Park Avenue, St. Louis, MO, 63108, USA
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Tomaso CC, James T, Nelson JM, Espy KA, Nelson TD. Associations Between Preschool Sleep Problems and Observed Dimensions of Elementary Classroom Engagement. EARLY CHILDHOOD RESEARCH QUARTERLY 2021; 57:251-259. [PMID: 34483473 PMCID: PMC8415494 DOI: 10.1016/j.ecresq.2021.06.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Sleep has clear importance for academic success. However, most research in this area has focused on older children and adolescents and has used narrow measures of academic achievement, overlooking the importance of early sleep problems in shaping children's classroom behaviors that support academic success. Using a community sample (N = 276, 50% female), the current study examined associations between parent-reported preschool sleep problems (M age = 3.84, SD = 0.83) and three dimensions of classroom engagement coded during live classroom observations in the first grade (M age = 6.72, SD = 0.34). The moderating role of family socioeconomic status (SES) was also considered. A multivariate multilevel model found that more preschool sleep problems were associated with less focused engagement (defined as involvement in academic tasks, such as writing or asking questions), but more competing responses (defined as inappropriate or distracting behaviors). Preschool sleep problems were not associated with task management (defined as preparation for academic tasks, such as locating classroom materials). Although family SES did not moderate any of these associations, higher income-to-needs ratios in preschool were associated with more focused engagement and fewer competing responses. Findings highlight the role of early sleep problems in classroom behaviors that facilitate academic success. Targeting sleep problems prior to the school transition may serve as a useful approach to optimizing learning conditions during this key developmental period.
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Affiliation(s)
- Cara C. Tomaso
- Department of Psychology, University of Nebraska-Lincoln
| | - Tiffany James
- Office of Research and Economic Development, University of Nebraska-Lincoln
| | - Jennifer Mize Nelson
- Department of Psychology, University of Nebraska-Lincoln
- Office of Research and Economic Development, University of Nebraska-Lincoln
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Schlieber M, Han J. The Role of Sleep in Young Children's Development: A Review. The Journal of Genetic Psychology 2021; 182:205-217. [PMID: 33825621 DOI: 10.1080/00221325.2021.1908218] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
This review article provides an overview of studies highlighting the importance of sleep in young children's development and summarizes research-based strategies for implementing healthy sleep practices. Sleep problems are common among young children and is one of the most commonly expressed concerns reported by caregivers. Insufficient sleep, poor sleep quality, and irregular sleep schedules may affect children's physical health, cognitive capacity, socioemotional processes, and behavioral functioning, with implications for children's development and well-being. Family context and factors, confounded with cultural variables, play a critical role in children's sleep behavior and practices. This article presents research-based recommendations to enhance knowledge about children's sleep and to promote appropriate practices.
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Affiliation(s)
- Marisa Schlieber
- Center for the Study of Child Care Employment, University of California, Berkeley, California, USA
| | - Jisu Han
- Graduate School of Education, Kyung Hee University, Republic of Korea
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Morales-Muñoz I, Durdurak BB, Bilgin A, Marwaha S, Winsper C. Understanding the Relationship Between Sleep Problems in Early Childhood and Borderline Personality Disorder: A Narrative Review. Nat Sci Sleep 2021; 13:2175-2202. [PMID: 34984039 PMCID: PMC8709557 DOI: 10.2147/nss.s311672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Accepted: 12/06/2021] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE Recent research indicates that sleep problems in childhood precede the development of borderline personality disorder (BPD) symptoms, but the mechanisms by which sleep problems associate with BPD are still unknown. This narrative review aims to provide some potential explanations for how early sleep problems might associate with BPD. METHODS We used the biosocial developmental model of BPD as a framework to discuss how sleep problems may associate with BPD. Articles were identified via PubMed and Embase, and papers published between January 1991 and April 2021 were extracted. Authors made a series of literature searches using the following keywords: Sleep problems, Insomnia, Nightmares, Hypothalamic-Pituitary-Adrenal Axis (HPA), Prefrontal Cortex, Family Psychopathology, Disrupted Attachment, Child Maltreatment, Impulsivity, Emotion Regulation, Internalizing, Externalizing, Rumination, Childhood, Adolescence, Young people. The inclusion criteria were published in peer-reviewed journals; human studies or reviews; published in English. The exclusion criteria were commentaries; abstracts from conferences; studies with animal samples. A total of 96 articles were included for the purpose of this review. RESULTS The evidence from this review suggests that some biological factors and core features of BPD act as potential mechanisms mediating the associations between early sleep and subsequent BPD, while some family-related factors might constitute common risk factors for sleep problems and BPD. CONCLUSION The biosocial developmental model of BPD provides a plausible characterization of how sleep disruption might lead to subsequent BPD. Further research on new developmental and early intervention approaches to understand how sleep in early stages associates with BPD could have significant clinical impact on these patients and could inform targeted therapeutic interventions.
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Affiliation(s)
- Isabel Morales-Muñoz
- Institute for Mental Health, School of Psychology, University of Birmingham, Birmingham, UK.,Department of Public Health Solutions, Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Buse Beril Durdurak
- Institute for Mental Health, School of Psychology, University of Birmingham, Birmingham, UK
| | - Ayten Bilgin
- School of Psychology, University of Kent, Canterbury, UK
| | - Steven Marwaha
- Institute for Mental Health, School of Psychology, University of Birmingham, Birmingham, UK.,The Barberry National Centre for Mental Health, Birmingham and Solihull Mental Health Trust, Birmingham, UK
| | - Catherine Winsper
- Coventry and Warwickshire Partnership NHS Trust, Research and Innovation, Coventry, UK
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Bernier A, Cimon-Paquet C, Tétreault É, Carrier J, Matte-Gagné C. Prospective relations between sleep in preschool years and academic achievement at school entry. J Sleep Res 2020; 30:e13183. [PMID: 32893371 DOI: 10.1111/jsr.13183] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Revised: 04/24/2020] [Accepted: 07/22/2020] [Indexed: 11/26/2022]
Abstract
It is often assumed that adequate sleep is a key ingredient of children's school success. Research to date, however, suggests modest associations between child sleep and academic achievement. Adopting a developmental perspective, this report investigates the associations between age-related changes in sleep across the preschool period and academic achievement at school entry. Sleep was assessed by actigraphy at ages 2, 3 and 4 among 128 children from mostly White middle-class families, and their performance in reading and mathematics was tested in Grade 1. The results revealed that children whose sleep duration decreased more rapidly across the preschool period showed better performance in both reading and mathematics. These results suggest that age-related developments may be a key characteristic of sleep in the preschool years.
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