Autism Spectrum Disorder (ASD)
Conditions
Interventions
The school-bases personalized sleep intervention is provided by teachers and consists of three parts: 1) monitoring the adolescents’ sleep and daytime functioning, 2) holding a sleep consultation with
Sponsors
None listed
Eligibility
Inclusion criteria
Inclusion criteria: (a) follow education at one of the participating schools, (b) diagnosed with an autism spectrum disorder by a psychiatrist or psychologist, based on DSM-IV or DSM-5 criteria, (c) presence of sleep problems, reported by the pupil based on the total score (> 7; which means sub-threshold insomnia) on the Insomnia Severity Index, (d) medication free or at a stable dose during participation in the study, (e) have access to a smartphone, pc, or tablet, and (f) have an own e-mail address.
Exclusion criteria
Exclusion criteria: (a) intellectual disability, (b) indications of or diagnosed depression, anxiety disorder, substance dependence or game addiction, (c) disturbed parent-child relationship that can hinder the intervention, and (d) indications that pupil (and parent) will have difficulties to perform the requested activities.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| This study has two primary outcome variables: sleep quality (mean of questions about how well they slept, their feeling of being rested when waking up and difficulties with waking up) and daytime functioning as reported by adolescents (sum of scores on mood, concentration, daytime sleepiness). These variables are measured by self-reports and rated from 1 to 10 (see also https://aspredicted.org/XFK_HHG). | — |
Secondary
| Measure | Time frame |
|---|---|
| Besides primary outcome measures, we also 14 have secondary outcome measures: • Insomnia severity total score (ISI; Bastien, Vallières, & Morin, 2001) completed by adolescents • Sleep onset latency - objectively measured by adolescents - subjectively measured by adolescents • Total sleep time - objectively measured by adolescents - subjectively measured by adolescents • Wake time after sleep onset - objectively measured by adolescents - subjectively measured by adolescents • Behavioral problems total score (SDQ; Goodman, 2001): - completed by adolescents - completed by parents - completed by teachers • Sleep disturbances total score (CSHQ; Owens et al., 2000) completed by parents • Daytime functioning: average of the scores on mood, concentration, sleepiness: - completed by parents - completed by teachers • Grades in school: average of the subjects Dutch, English and Math | — |
Contacts
Public ContactIlona Schouwenaars
HAN University of Applied Sciences
Outcome results
None listed