P363 The pediatric daytime sleepiness scale in elementary school children

Nixon, GM; Wawruszak, M.; Verginis, Nicole; Davey, Michael

doi:10.1016/j.sleep.2006.07.172

Cited by 4 publications

(6 citation statements)

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“…The content validity of the PDSS was, therefore, established during development, although the PDSS has not subsequently been validated against objective measures such as the Multiple Sleep Latency Test. Nixon, Wawruszak, Verginis, and Davey (2006) later evaluated the use of the PDSS in elementary school children (age 5 to 12.9 years) and Vlahandonis, Nixon, Davey, Walter, and Horne (2013) used the PDSS in their initial and 4-year follow-up of a similar age group. Neither study reported on the psychometric properties; however, Nixon et al (2006) determined that the PDSS was highly correlated with the EDS subscale of the Sleep Disturbance Scale for Children (SDSC), whereas Vlahandonis et al (2013) reported that they also used the SDSC.…”

Section: Introductionmentioning

confidence: 99%

How Well Do Children Understand the Vocabulary of Sleep?

Ludwig¹,

Smith²,

Heussler³

2019

HLRP: Health Literacy Research and Practice

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Background: Sleep surveys, such as the Pediatric Daytime Sleepiness Scale (PDSS), are used to determine a variety of concerns associated with sleep, including excessive daytime sleepiness (hypersomnolence), bedtime sleep behaviors, night awakenings, sleep duration, and sleep-disordered breathing. However, the literacy ability of the patient may not be adequate to ensure comprehension of questions and provision of accurate responses. Objective: To assess children's understanding of the sleep-associated vocabulary included in the PDSS. Methods: A cross-sectional, open-response survey was developed for use with students age 4 to 12 years. Prior to completing the instrument, each student was asked the meaning of six key sleep-related words used in the PDSS: drowsy, sleepy, alert, awakened, tired, and awake. The parents/caregivers were requested to record their child's definitions of these key words exactly as stated. Identification of words for “suitable” definitions was undertaken through consultation of three online dictionaries. This enabled the qualitative process associated with open-response surveys to be followed: identification of common themes, chunking of information, and criteria for coding responses. The final sample consisted of word definitions from 325 students (152 boys and 173 girls) from a school enrollment of 727 (45%). Key Results: A high percentage of children provided “suitable” responses for the words sleepy (84%) and tired (75%). The percentage of “suitable” responses for the words drowsy and awakened gradually increased across the age groups. The words alert and awake were challenging for the children to define, with the sleep-associated definition for alert only being provided by 31% of children overall and awake only being provided by 48% overall. In total, 57% of children were able to provide suitable definitions for at least four words. Conclusions: Our findings suggest that the results of many sleep surveys using these terms may not yield results that accurately reflect a child's actual state of daytime sleepiness and sleep/wake behaviors. Prior to administering a sleep survey, physicians need to clearly explain the meanings of sleep-associated words used in the survey and thus gain a more accurate reflection of a child's sleep and daytime behaviors. [ HLRP: Health Literacy Research and Practice . 2019;3(1):e53–e69.] Plain Language Summary: Sleep surveys are used to identify problems with sleep. Children with poor health literacy due to age may not understand the questions and may not provide adequate answers. Children's understanding of sleep-associated vocabulary was assessed using six words: drowsy , sleepy , alert , awakened , tired , and ...

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Section: Introductionmentioning

confidence: 99%

How Well Do Children Understand the Vocabulary of Sleep?

Ludwig¹,

Smith²,

Heussler³

2019

HLRP: Health Literacy Research and Practice

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“…The Paediatric Daytime Sleepiness Scale (PDSS) was developed by Drake et al (Rhie et al, 2011), and Turkish (Bektas et al, 2016). The PDSS has also been utilised with elementary school children age 5 to 12.9 years (Nixon et al, 2006;Vlahandonis et al, 2013). The PDSS has eight questions which are scored from 0 through to 4.…”

Section: Methodsmentioning

confidence: 99%

“…It has subsequently been translated and validated for use with a number of populations including Chinese (C.-M. Yang, Huang, & Song, 2010), Spanish (Perez-Chada et al, 2007), Korean (Rhie, Lee, & Chae, 2011), and Turkish (Bektas et al, 2016). The PDSS has also been validated for use with pre-adolescent populations for children from five years of age (Nixon, Wawruszak, Verginis, & Davey, 2006;Vlahandonis, Nixon, Davey, Walter, & Horne, 2013). Although it is not validated against objective measures such as the MSLT, the PDSS is correlated with total sleep time.…”

Section: Assessment Of Hypersomnolencementioning

confidence: 99%

“…Determination of daytime sleepiness in children is frequently conducted through parent reporting of the child's history or, via the use of standardised self-report scales such as the Pediatric Sleep Questionnaire (PSQ, Chervin et al, 2000), the Sleep Self Report (SSR, or the Pediatric Daytime Sleepiness Scale (PDSS, Drake et al, 2003;Nixon et al, 2006;Vlahandonis et al, 2013). These investigative approaches are generally utilised in a medical setting, with neither parent report nor selfreport scales consistently adapted for use in education settings.…”

Section: Introductionmentioning

confidence: 99%

“…Nixon et al (2006) later evaluated the use of the PDSS in elementary school children (age 5 to 12.9 years)andVlahandonis et al (2013) used the PDSS in their initial and four-year follow-up of a similar age group. Neither study reported on the psychometric properties; however,Nixon et al (2006) determined that the PDSS was highly correlated with the EDS subscale of the Sleep Disturbance Scale for Children (SDSC), whereasVlahandonis et al (2013) reported that they also used the SDSC. None of the studies using the PDSS commented on the sleep vocabulary used within the scale, nor on whether the adults administering the scale gave additional explanations for each question to the children.…”

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confidence: 99%

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The Learning Implications for Children and Adolescents with Hypersomnolence

Ludwig¹

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The quantity and quality of sleep can impact behaviour, memory, cognition, executive function, attention, mood, and overall quality of life. Sleep disorders in children and adolescents range from behavioural insomnias, sleep breathing disorders, and sleep-wake transition disorders, through to disorders of excessive somnolence. Excessive daytime vi Publications included in this thesis Ludwig, B., Smith, S.S., & Heussler, H. (2018). Associations between neuropsychological, neurobehavioral and emotional functioning and either narcolepsy or idiopathic hypersomnia in children and adolescents.

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