INTRODUCTION: This study aimed to determine the sleep patterns and dysfunctions in children with learning problems in comparison against a local population-based sample. MATERIALS AND METHODS: Parents of 200 children with learning problems and 372 parents of a local population-based sample of typically developing (TD) children were recruited to complete a questionnaire on their child's sleep patterns and sleep problems. The Children's Sleep Habits Questionnaire (CSHQ) is a validated parent-reported sleep screening questionnaire that contains 54 items identifying sleep behaviours in children. RESULTS: The mean age of the sample was 4.2 years (SD: 1.4; range, 2 to 6 years). Sleep duration was similar between the 2 groups. The difference in mean CSHQ subscale scores between children with learning problems and TD children was significant for sleep-disordered breathing (1.3 vs 1.2, P = 0.001). Among children with learning problems, 36.5% snored (vs 26.6% of TD children), 30.5% had noisy breathing (vs 18.8%), and 9.0% (vs 4.6%) experienced difficulty breathing 2 or more times a week. Children with learning problems woke up in a more irritable mood (P = 0.01), had more difficulty in getting out of bed (P <0.001), and took a longer time to be alert (P <0.001). They exhibited fewer behaviours of daytime drowsiness (P = 0.009). Among this group of children, 15.0% of parents reported that their child had a sleep problem compared to 9.0% in the TD group. CONCLUSION: Sleep breathing disorders and symptoms of morning sleepiness are more prevalent in children with learning problems. Symptoms of daytime lethargy are similar between the 2 groups. We suggest that a simple outpatient screening targeted at these problems be instituted in the initial workup of any child with learning difficulties.
INTRODUCTION: This study aimed to determine the sleep patterns and dysfunctions in children with learning problems in comparison against a local population-based sample. MATERIALS AND METHODS: Parents of 200 children with learning problems and 372 parents of a local population-based sample of typically developing (TD) children were recruited to complete a questionnaire on their child's sleep patterns and sleep problems. The Children's Sleep Habits Questionnaire (CSHQ) is a validated parent-reported sleep screening questionnaire that contains 54 items identifying sleep behaviours in children. RESULTS: The mean age of the sample was 4.2 years (SD: 1.4; range, 2 to 6 years). Sleep duration was similar between the 2 groups. The difference in mean CSHQ subscale scores between children with learning problems and TD children was significant for sleep-disordered breathing (1.3 vs 1.2, P = 0.001). Among children with learning problems, 36.5% snored (vs 26.6% of TD children), 30.5% had noisy breathing (vs 18.8%), and 9.0% (vs 4.6%) experienced difficulty breathing 2 or more times a week. Children with learning problems woke up in a more irritable mood (P = 0.01), had more difficulty in getting out of bed (P <0.001), and took a longer time to be alert (P <0.001). They exhibited fewer behaviours of daytime drowsiness (P = 0.009). Among this group of children, 15.0% of parents reported that their child had a sleep problem compared to 9.0% in the TD group. CONCLUSION: Sleep breathing disorders and symptoms of morning sleepiness are more prevalent in children with learning problems. Symptoms of daytime lethargy are similar between the 2 groups. We suggest that a simple outpatient screening targeted at these problems be instituted in the initial workup of any child with learning difficulties.
Authors: Erica C Jansen; Galit Levi Dunietz; Aleena Dababneh; Karen E Peterson; Ronald D Chervin; Jonggyu Baek; Louise O'Brien; Peter X K Song; Alejandra Cantoral; Howard Hu; Martha M Téllez-Rojo Journal: J Clin Sleep Med Date: 2019-10-15 Impact factor: 4.062