An Experimental Examination Of Children's Sleep Quality And Improvements Resulting From A Parent Education Intervention

Abstract

The role of sleep in neurobehavioral functioning has been extensively studied. Empirical evidence has shown that functions of learning, memory, and emotional regulation can be influenced by sleep. A large number of children do not get adequate sleep and the consequences of poor sleep manifests in poorer behavior and attention regulation affecting academic performance and achievement.

Using actigraphy and behavior scales, this study examined the sleep and behavior of six second-grade students before and after a parent sleep education program was provided as an intervention. Using a single-subject across multiple baselines experimental design, students were randomly placed in an order of receiving parent intervention. After one week of baseline, two families were provided the education program. After week two, another set of families received the intervention; after week three, the last set of families received the intervention. Teachers completed behavior rating scales for each school day during this 28-consecutive day study.

Data analysis by means of descriptive statistics and graphical display indicated long-term change in four of five variables measuring sleep quality for one of six subjects, three of five variables for two subjects, two of five variables for one subject, and one of five variables for two subjects. Improvement is also indicated by an increase in variable frequency of achieving/exceeding baseline mean post-intervention. Lastly, of the five subjects whose teachers provided daily behavior ratings measuring attention, two subjects were shown to average higher scores following intervention.