Amy R Wolfson1, Elizabeth Harkins2, Michaela Johnson3, Christine Marco4. 1. Department of Psychology, College of the Holy Cross, 1 College Street, Worcester, MA 01610. Electronic address: awolfson@loyola.edu. 2. Department of Psychology, College of the Holy Cross, 1 College Street, Worcester, MA 01610. Electronic address: lizzie.harkins@gmail.com. 3. Department of Psychology, College of the Holy Cross, 1 College Street, Worcester, MA 01610. Electronic address: Mchjon13@g.holycross.edu. 4. Department of Psychology, Rhode Island College, 600 Mount Pleasant Avenue, Horace Mann Hall, Providence, RI 02908. Electronic address: CMarco@ric.edu.
Abstract
OBJECTIVES: Using a social learning model, the aim of the Sleep Smart Program was to primarily improve sleep health behaviors and secondarily improve academic performance and behavioral well-being. DESIGN: Randomized control trial for a social learning-based preventive intervention program. PARTICIPANTS: A diverse group of seventh graders from 2 urban, middle schools were randomly assigned, according to school, to an 8-session Sleep Smart Program (SS = 70) or a comparison group (comparison = 73). MEASUREMENTS: Sleep patterns, sleep hygiene, and sleep health efficacy; academic performance; and behavioral well-being were assessed at 4 times of measure (baseline, postintervention, 2 follow-up times in eighth grade). RESULTS: SS seventh graders experienced significantly greater sleep health efficacy, improved physiological and emotional sleep hygiene, more time in bed, and earlier bedtimes vs comparison group. SS (vs comparison) participants also reported a significant decrease in internalizing behavior problems and sustained academic performance. Finally, although not maintained at time 4, SS participants continued to report improved sleep health efficacy at time 3, whereas the comparison group participants' sleep health efficacy declined. CONCLUSION: The Sleep Smart preventive intervention was effective in improving sleep health efficacy, sleep hygiene, time in bed, and bedtimes; in maintaining grades; and in reducing internalizing behavior problems, yet these changes were not sustained at follow-up.
RCT Entities:
OBJECTIVES: Using a social learning model, the aim of the Sleep Smart Program was to primarily improve sleep health behaviors and secondarily improve academic performance and behavioral well-being. DESIGN: Randomized control trial for a social learning-based preventive intervention program. PARTICIPANTS: A diverse group of seventh graders from 2 urban, middle schools were randomly assigned, according to school, to an 8-session Sleep Smart Program (SS = 70) or a comparison group (comparison = 73). MEASUREMENTS: Sleep patterns, sleep hygiene, and sleep health efficacy; academic performance; and behavioral well-being were assessed at 4 times of measure (baseline, postintervention, 2 follow-up times in eighth grade). RESULTS:SS seventh graders experienced significantly greater sleep health efficacy, improved physiological and emotional sleep hygiene, more time in bed, and earlier bedtimes vs comparison group. SS (vs comparison) participants also reported a significant decrease in internalizing behavior problems and sustained academic performance. Finally, although not maintained at time 4, SSparticipants continued to report improved sleep health efficacy at time 3, whereas the comparison group participants' sleep health efficacy declined. CONCLUSION: The Sleep Smart preventive intervention was effective in improving sleep health efficacy, sleep hygiene, time in bed, and bedtimes; in maintaining grades; and in reducing internalizing behavior problems, yet these changes were not sustained at follow-up.
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