Child behavioural sleep problems Nervous System Diseases Sleep disorder, unspecified
Conditions
Interventions
Current interventions as of 11/07/2016:
47 primary schools in the Southern School Region of Melbourne will be involved. Most schools will be involved on two occasions, in 2013 and 2014.
Behavioural
Sponsors
Murdoch Childrens Research Institute (Australia)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. All students who are attending the first year of primary school will be distributed a survey and asked to be part of the study at baseline 2. Primary care givers will be invited to participate in the study upon return of their baseline questionnaire if they indicate that their child has a moderate or severe sleep problem
Exclusion criteria
Exclusion criteria: 1. Children with major malformations or medical conditions (e.g., blindness, Down's Syndrome) 2. Parents with insufficient English to complete questionnaires 3. Parents of children who score high in the sleep apnoea questionnaire items from the Child Sleep Habits Questionnaire at baseline. The families will be contacted by Associate Professor Hiscock to clarify the nature of their sleep problem. If Associate Professor Hiscock is concerned that the child may have sleep apnoea, she will explain this to the family and suggest they are reviewed in the Sleep Clinic at the Centre for Community Child Health at The Royal Children?s Hospital in Melbourne. These children will be excluded from the intervention study as behavioural interventions are not standard treatment for sleep apnoea. Based on data from prevalence studies, we anticipate that only 2% of children may have this problem. Added 15/09/2014: 4. We will exclude individual children from enrolment in the RCT if they have a sibling that has already been enrolled (if two siblings become eligible at the same time, e.g. twins, we will ask parents to select one sibling for inclusion)
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Current primary outcome measures as of 15/09/2014: Parent-reported child psychosocial functioning measured at 6-month follow-up by the 23-item PedsQL4.0 Psychosocial Health Summary score (5-7 year old version) The choice of psychosocial well-being as our primary outcome reflects the current literature on longitudinal impacts of poor sleep and our own trial-based evidence that improving sleep has psychosocial benefits likely to be important to school functioning. Previous primary outcome measures: Parent-reported child psychosocial functioning measured at enrolment, 3-, 6- and 12-month follow up by the 23-item PedsQL4.0 Psychosocial Health Summary score (5-7 year old version) The choice of psychosocial well-being as our primary outcome reflects the current literature on longitudinal impacts of poor sleep and our own trial-based evidence that improving sleep has psychosocial benefits likely to be important to school functioning. | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 11/07/2016: Parent-reported secondary measures. Measured at enrolment, 6 and 12 months post randomisation. 1. Prevalence of child sleep problems 2. Child sleep behaviours: 33-item Child Sleep Habits Questionnaire, a validated measure of disorders initiating/maintaining sleep with a clinical cut point for dichotomous analyses. 3. Sleep hygiene: study-developed measure 4. Child behaviour: 25-item Strengths and Difficulties Questionnaire (SDQ), 4-16 years. Yields Prosocial and Total Problems scores, plus 4 subscales (hyperactivity/inattention, conduct, emotional, peer relationships) 5. Parent mental health: 21-item Depression Anxiety Stress Scale, a validated measure which yields scores for Depression, Anxiety and Stress 6. Strategies/information received from school nurses (intervention parents, 6 months only). Overall satisfaction, usefulness, frequency and ease of use of sleep information and strategies. Blinded direct assessment and child report (6 and 12 months post randomisation) of: 1. Basic academic skills: Wechsler Individual Achievement Test 2ndEd Abbreviated; 3 subscales (spelling, reading and math) transformed to standard scores (mean 100, SD 15). 2. Psychosocial functioning: Researcher-administered 5-7 year old self-report PedsQL??4.0.44 3. Working memory: Automated Working Memory Assessment (digit recall, dot matrix, Mister X and backwards digit recall subscales) 4. Quality of life of child: Child Health Utilities 9D (child self-report) Blinded teacher report (6 and 12 month post randomisation) of: 1. Academic achievement: 22-item teacher-reported Academic Rating Scale; 3 subscales (language/literacy, mathematical thinking, approach to learning). 2. Child behaviour: Teacher version of the Strengths and Difficulties Questionnaire. 3. Teacher-child relationship: 15-item teacher-reported Student-Teacher Relationship Scale short form which yields subscale scores for conflict and closeness. Economic analysis (6 and | — |
Countries
Australia
Outcome results
None listed