Matthew J Blake1, Lian Snoep2, Monika Raniti3, Orli Schwartz4, Joanna M Waloszek5, Julian G Simmons6, Greg Murray7, Laura Blake8, Elizabeth R Landau9, Ronald E Dahl10, Richard Bootzin11, Dana L McMakin12, Paul Dudgeon13, John Trinder14, Nicholas B Allen15. 1. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: mjblake3@gmail.com. 2. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: liansnoep@gmail.com. 3. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: m.raniti@student.unimelb.edu.au. 4. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: orli@unimelb.edu.au. 5. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: joannamw@unimelb.edu.au. 6. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: jgs@unimelb.edu.au. 7. Department Psychological Sciences, Swinburne University of Technology, Mail H24, PO Box 218, Hawthorn, 3122, VIC, Australia. Electronic address: gwmurray@swin.edu.au. 8. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: blake.laura.m@edumail.vic.gov.au. 9. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: elandau@student.unimelb.edu.au. 10. School of Public Health, University of California, Berkeley, 50 University Hall #7360, Berkeley, 94720, CA, USA. Electronic address: rondahl@berkeley.edu. 11. Departments of Psychology and Psychiatry, University of Arizona, Room 215C, Sleep Research Lab, 1503 E. University Blvd, Tucson, 85721, AZ, USA. Electronic address: bootzin@u.arizona.edu. 12. Department of Psychology, Florida International University, Modesto A. Maidique Campus, DM 256, 11200 S.W. 8th Street, Miami, 33199, FL, USA; Psychology Division, Nicklaus Children's Hospital, 3200 SW 60 Court #205, Miami, 33155, FL, USA. Electronic address: dmcmakin@fiu.edu. 13. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: dudgeon@unimelb.edu.au. 14. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia. Electronic address: johnat@unimelb.edu.au. 15. Melbourne School of Psychological Sciences, The University of Melbourne, 12th Floor Redmond Barry Building, Parkville Campus, Melbourne, 3010, VIC Australia; Department of Psychology, University of Oregon, Eugene, 97403, OR, USA. Electronic address: nallen3@uoregon.edu.
Abstract
OBJECTIVE: The aim of this study was to test whether a cognitive-behavioral and mindfulness-based group sleep intervention would improve behavior problems in at-risk adolescents, and whether these improvements were specifically related to improvements in sleep. METHOD: Secondary analysis of a randomized controlled trial conducted with 123 adolescent participants (female = 60%; mean age = 14.48, range 12.04-16.31 years) who had high levels of sleep problems and anxiety symptoms. Participants were randomized into either a sleep improvement intervention (n = 63) or an active control "study skills" intervention (n = 60). Participants completed sleep and behavior problems questionnaires, wore an actiwatch and completed a sleep diary for five school nights, both before and after the intervention. RESULTS: Parallel multiple mediation models showed that postintervention improvements in social problems, attention problems, and aggressive behaviors were specifically mediated by moderate improvements in self-reported sleep quality on school nights, but were not mediated by moderate improvements in actigraphy-assessed sleep onset latency or sleep diary-measured sleep efficiency on school nights. CONCLUSION: This study provides evidence, using a methodologically rigorous design, that a cognitive-behavioral and mindfulness-based group sleep intervention improved behavior problems in at-risk adolescent by improving perceived sleep quality on school nights. These findings suggest that sleep interventions could be directed towards adolescents with behavior problems. CLINICAL TRIAL REGISTRATION: This study was part of The SENSE Study (Sleep and Education: learning New Skills Early). URL: ACTRN12612001177842; http://www.anzctr.org.au/TrialSearch.aspx?searchTxt=ACTRN12612001177842&isBasic=True.
RCT Entities:
OBJECTIVE: The aim of this study was to test whether a cognitive-behavioral and mindfulness-based group sleep intervention would improve behavior problems in at-risk adolescents, and whether these improvements were specifically related to improvements in sleep. METHOD: Secondary analysis of a randomized controlled trial conducted with 123 adolescent participants (female = 60%; mean age = 14.48, range 12.04-16.31 years) who had high levels of sleep problems and anxiety symptoms. Participants were randomized into either a sleep improvement intervention (n = 63) or an active control "study skills" intervention (n = 60). Participants completed sleep and behavior problems questionnaires, wore an actiwatch and completed a sleep diary for five school nights, both before and after the intervention. RESULTS: Parallel multiple mediation models showed that postintervention improvements in social problems, attention problems, and aggressive behaviors were specifically mediated by moderate improvements in self-reported sleep quality on school nights, but were not mediated by moderate improvements in actigraphy-assessed sleep onset latency or sleep diary-measured sleep efficiency on school nights. CONCLUSION: This study provides evidence, using a methodologically rigorous design, that a cognitive-behavioral and mindfulness-based group sleep intervention improved behavior problems in at-risk adolescent by improving perceived sleep quality on school nights. These findings suggest that sleep interventions could be directed towards adolescents with behavior problems. CLINICAL TRIAL REGISTRATION: This study was part of The SENSE Study (Sleep and Education: learning New Skills Early). URL: ACTRN12612001177842; http://www.anzctr.org.au/TrialSearch.aspx?searchTxt=ACTRN12612001177842&isBasic=True.
Authors: E R Landau; J Trinder; J G Simmons; M Raniti; M Blake; J M Waloszek; L Blake; O Schwartz; G Murray; N B Allen; M L Byrne Journal: Psychoneuroendocrinology Date: 2018-09-08 Impact factor: 4.905
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Authors: Leanna M McWood; Megan M Zeringue; Olivia Martín Piñón; Joseph A Buckhalt; Mona El-Sheikh Journal: Sleep Med Date: 2021-11-11 Impact factor: 4.842
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