Child Sleep Problems Questionnaire

Hochadel, Jochen; Frölich, Jan; Wiater, Alfred; Lehmkuhl, Gerd; Fricke-Oerkermann, Leonie

doi:10.1037/t70617-000

Cited by 1 publication

(2 citation statements)

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“…In this way, the findings of the current study are consistent with the studies conducted by Quach et al (2011) and Hiscock et al (2019), who similarly failed to find improvements on learning outcomes in young children following their behavioural sleep intervention. The results are inconsistent however, with extant research suggesting a relationship between sleep problems and cognitive performance (e.g, Hochadel et al, 2014;Nelson et al, 2015;Paavonen et al, 2000;Simola et al, 2014).…”

Section: Discussionmentioning

confidence: 78%

“…Finally, in regard to social and cognitive sequela, preschool sleep problems have been shown to predict poorer socioemotional adjustment and social skills (Williams et al, 2016), greater working memory deficits (Nelson et al, 2015), a greater need for additional academic support (Simola et al, 2014), school refusal (Hochadel et al, 2014), and poorer academic performance (Paavonen et al, 2000). There is substantial evidence therefore, that preschool sleep problems are a transdiagnostic risk factor for a range of social, emotional and cognitive problems in both the short-and long-term.…”

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confidence: 99%

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Treating Pediatric Insomnia in young children: A RCT of a group-based, parent-focused behavioural sleep intervention

Donovan¹,

Shiels²,

Legg³

et al. 2022

Preprint

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Objective: This study tested the efficacy of a group-based, parent-focused, behavioural sleep intervention (BI) targeting insomnia in preschool children. Methods: Parents of children in the year prior to formal schooling were randomized to either the BI condition or a care as usual (CAU) condition. Outcomes included sleep, anxiety, behavioural problems, internalizing and externalizing behaviours, academic outcomes, and transition to school (teacher-rated child wellbeing, language and communication, and socio-emotional ability). Assessments were conducted at pre- and post-intervention in the year before formal schooling, and at the end of terms 1 (follow-up 1) and 2 (follow-up 2) of the first year of formal schooling. Results: It was found that, relative to the CAU children, those whose parents participated in the BI condition demonstrated significantly greater improvements in sleep, anxiety, behaviour problems and internalising and externalising behaviours from pre- to post-intervention, and that these effects were either maintained (sleep, anxiety, internalising and externalising behaviours) or improved upon (behaviour problems) at follow-up. In addition, it was found that improvements in sleep at post-assessment mediated the improvements found in other outcome variables at follow-up (with the exception of behaviour problems). However, there were no significant effects of condition on any of the school transition or academic outcome measures. Conclusion: A parent-focused, group-based behavioural sleep intervention for preschool children is effective in improving sleep problems, anxiety, behavioural problems and internalising and externalising behaviours, but is not effective in improving school transition or academic outcomes.

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