Penny Corkum1, Patricia Lingley-Pottie2, Fiona Davidson3, Patrick McGrath4, Christine T Chambers5, Jennifer Mullane3, Sheila Laredo6, Kimberley Woodford7, Shelly K Weiss6. 1. Department of Psychology and Neuroscience, Department of Psychiatry, Department of Pediatrics, Dalhousie University, penny.corkum@dal.ca. 2. Department of Psychiatry, Strongest Families Institute, and. 3. Department of Psychology and Neuroscience. 4. Department of Psychiatry, Department of Pediatrics, Dalhousie University, Strongest Families Institute, and. 5. Department of Psychology and Neuroscience, Department of Pediatrics, Dalhousie University. 6. Department of Pediatrics, University of Toronto. 7. Strongest Families Institute, and.
Abstract
OBJECTIVE: Better Nights/Better Days, a distance intervention for insomnia in school-aged children (with and without attention-deficit/hyperactivity disorder [ADHD]), was evaluated to determine its effectiveness on children's sleep and psychosocial functioning. METHODS: A single center, parallel group design randomized controlled trial (stratified on ADHD diagnosis) was conducted. Parents were randomized to intervention (n = 31) or waitlist control (n = 30), and completed questionnaires administered over the phone at baseline, postintervention (2 months), and follow-up (6 months). Actigraphy was also collected. The intervention consisted of a five-session manual and weekly telephone coach support. RESULTS: The intervention group demonstrated a significant reduction in sleep problems and improved psychosocial functioning at postintervention and follow-up. Actigraphy results indicated improved sleep onset, but not sleep duration. Children with and without ADHD responded in a similar manner to this intervention. Parents provided high satisfaction ratings. CONCLUSIONS: This intervention holds promise as an accessible, sustainable, and effective program to address insomnia in school-aged children.
RCT Entities:
OBJECTIVE: Better Nights/Better Days, a distance intervention for insomnia in school-aged children (with and without attention-deficit/hyperactivity disorder [ADHD]), was evaluated to determine its effectiveness on children's sleep and psychosocial functioning. METHODS: A single center, parallel group design randomized controlled trial (stratified on ADHD diagnosis) was conducted. Parents were randomized to intervention (n = 31) or waitlist control (n = 30), and completed questionnaires administered over the phone at baseline, postintervention (2 months), and follow-up (6 months). Actigraphy was also collected. The intervention consisted of a five-session manual and weekly telephone coach support. RESULTS: The intervention group demonstrated a significant reduction in sleep problems and improved psychosocial functioning at postintervention and follow-up. Actigraphy results indicated improved sleep onset, but not sleep duration. Children with and without ADHD responded in a similar manner to this intervention. Parents provided high satisfaction ratings. CONCLUSIONS: This intervention holds promise as an accessible, sustainable, and effective program to address insomnia in school-aged children.
Authors: Shweta Anand; Henry Tong; Frank M C Besag; Esther W Chan; Samuele Cortese; Ian C K Wong Journal: Paediatr Drugs Date: 2017-06 Impact factor: 3.022
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