Sleep problems, behavioral problems, and neurocognitive functioning in snoring school-aged children
HAGSTRÖM, KATI (2013)
2013
Psykologia - Psychology
Yhteiskunta- ja kulttuuritieteiden yksikkö - School of Social Sciences and Humanities
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Hyväksymispäivämäärä
2013-05-22
Julkaisun pysyvä osoite on
https://urn.fi/urn:nbn:fi:uta-1-23845
https://urn.fi/urn:nbn:fi:uta-1-23845
Tiivistelmä
Purpose The aim of this study was to assess the sleep problems, behavioral problems, and neurocognitive functioning in snoring school-aged children (6-10 years old).
Methods Twenty-seven snoring children and 35 nonsnoring children attended the study. The parents completed the Sleep Disturbance Scale for Children (SDSC), an instrument assessing the frequency of sleep problems and snoring. Behavioral problems were assessed by parents with the Child Behavior Checklist (CBCL) and the Conners’ Parent Rating Scale-Revised (CPRS-R) and by teachers with the Teacher Report Form (TRF) and the Conners’ Teacher Rating Scale-Revised (CTRS-R). The neurocognitive functioning of the two groups was compared with the Wechsler Intelligence Scale for Children (WISC-III) and the Developmental Neuropsychological Assessment (NEPSY).
Results The snoring children had more sleep breathing disorders (p< .001), they had more problems in sleep-wake transition (p< .01), they were sleepier (p< .05), and they had more nighttime sweating (p< .05) than the nonsnoring peers. On the CBCL, the snoring children had more internalizing problems (p< .05) and total problems (p< .01) than the nonsnoring children, especially symptoms of anxious/depressed (p< .01), withdrawn/depressed (p< .01), and thought problems (p< .01). On the CPRS-R, the snoring children had more social problems (p< .01), they were more anxious and shy (p< .01), and they had more psychosomatic symptoms (p< .05) than the nonsnoring peers. Several associations between sleep quality parameters and behavior were found. Contrary to parents, teachers did not report any behavioral problems in snoring children. No differences were found between the two groups in the neurocognitive assessments.
Conclusions Snoring school-aged children are at risk for internalizing problems, thought problems, and social problems. Children with habitual snoring, sleep-related symptoms, and daytime problems should be referred to diagnostic assessment and possible treatment.
Keywords: snoring, sleep-disordered breathing, school-aged children, behavioral problems, neurocognitive functioning
Methods Twenty-seven snoring children and 35 nonsnoring children attended the study. The parents completed the Sleep Disturbance Scale for Children (SDSC), an instrument assessing the frequency of sleep problems and snoring. Behavioral problems were assessed by parents with the Child Behavior Checklist (CBCL) and the Conners’ Parent Rating Scale-Revised (CPRS-R) and by teachers with the Teacher Report Form (TRF) and the Conners’ Teacher Rating Scale-Revised (CTRS-R). The neurocognitive functioning of the two groups was compared with the Wechsler Intelligence Scale for Children (WISC-III) and the Developmental Neuropsychological Assessment (NEPSY).
Results The snoring children had more sleep breathing disorders (p< .001), they had more problems in sleep-wake transition (p< .01), they were sleepier (p< .05), and they had more nighttime sweating (p< .05) than the nonsnoring peers. On the CBCL, the snoring children had more internalizing problems (p< .05) and total problems (p< .01) than the nonsnoring children, especially symptoms of anxious/depressed (p< .01), withdrawn/depressed (p< .01), and thought problems (p< .01). On the CPRS-R, the snoring children had more social problems (p< .01), they were more anxious and shy (p< .01), and they had more psychosomatic symptoms (p< .05) than the nonsnoring peers. Several associations between sleep quality parameters and behavior were found. Contrary to parents, teachers did not report any behavioral problems in snoring children. No differences were found between the two groups in the neurocognitive assessments.
Conclusions Snoring school-aged children are at risk for internalizing problems, thought problems, and social problems. Children with habitual snoring, sleep-related symptoms, and daytime problems should be referred to diagnostic assessment and possible treatment.
Keywords: snoring, sleep-disordered breathing, school-aged children, behavioral problems, neurocognitive functioning