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首页> 外文期刊>Behavioral sleep medicine >Sleep problems and daytime sleepiness in children with ADHD: Associations with social, emotional, and behavioral functioning at school, a cross-sectional study
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Sleep problems and daytime sleepiness in children with ADHD: Associations with social, emotional, and behavioral functioning at school, a cross-sectional study

机译:睡眠问题和adhd儿童的白天嗜睡:在学校的社会,情感和行为运作的关联,横断面研究

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Background: Sleep problems and daytime sleepiness are common in children with attention-deficit hyperactivity disorder (ADHD) and are associated with poor parent-reported functional outcomes. However, the potential impact of sleep problems or daytime sleepiness on the school functioning of children with ADHD remains unknown. We aimed to determine if sleep problems and daytime sleepiness were associated with the social, emotional, and behavioral school-based functioning of children with ADHD and comorbid sleep problems. Methods: Children aged 5-13 years with ADHD and a moderate-severe sleep problem (confirmed using American Academy of Sleep Medicine diagnostic criteria) were recruited from 43 pediatric practices across Victoria and Queensland, Australia (N = 257). Parent-rated sleep problems were assessed using the Children's Sleep Habits Questionnaire (CSHQ) and teacher-rated daytime sleepiness using the Teacher's Daytime Sleepiness Questionnaire. Teacher-rated social, emotional, and behavioral school functioning was assessed using three scales (peer problems, emotional problems, and conduct problems) from the Strength and Difficulties Questionnaire. Data was analyzed using Pearson correlations and linear regression models. Results: Teacher-rated daytime sleepiness was associated with higher levels of emotional (beta = 0.39; 95% CI = 0.25-0.52) and behavioral problems (beta = 0.47; CI = 0.36-0.58) in adjusted models. While total sleep duration and parent-rated sleep problems were not associated with daytime sleepiness or school functioning, the CSHQ subscale night wakings was correlated with teacher-rated daytime sleepiness (r = 0.21; p < 0.01). Conclusions: Daytime sleepiness (possibly as an indicator of sleep quality) may be a better predictor of school functioning in children with ADHD who have concomitant sleep problems than total sleep duration or parent-rated sleep problems.
机译:背景:睡眠问题和白天嗜睡是注意力缺陷多动障碍(ADHD)的儿童常见,并且与父母报告的功能结果不佳相关。然而,睡眠问题或白天嗜睡对有adhd儿童的学校运作的潜在影响仍然不为人知。我们旨在确定睡眠问题和白天嗜睡是否与具有ADHD和合并睡眠问题的儿童的社会,情感和行为学校运作有关。方法:5-13岁的儿童和适度严重的睡眠问题(使用美国睡眠医学诊断标准确认)是澳大利亚维多利亚和昆士兰州(N = 257)的43个儿科实践。使用教师的白天嗜睡问卷调查问卷(CSHQ)和教师评估的白天嗜睡评估了父母级睡眠问题。使用三种尺度(同伴问题,情绪问题和问题)来评估教师级社会,情感和行为学校的运作。使用Pearson相关性和线性回归模型进行分析数据。结果:教师级白天嗜睡与调整模型中的行为问题(β= 0.39; 95%CI = 0.25-0.52)和行为问题(Beta = 0.47; CI = 0.36-0.58)相关。虽然总睡眠持续时间和父母额定睡眠问题无关与白天嗜睡或学校运作无关,但CSHQ次电脑夜间讨论与教师级日间嗜睡(R = 0.21; P <0.01)相关。结论:白天嗜睡(可能是睡眠质量的指标)可能是患有ADHD的儿童的学校功能更好的预测因素,他们伴随着睡眠持续时间或父母额定睡眠问题。

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